Please use this identifier to cite or link to this item: https://app.uff.br/riuff/handle/1/17202
Title: Trabalho docente, classe e ideologia: o Ensino Médio e a modernização conservadora no Brasil
Keywords: Educação;  Trabalho;  Ideologia;  Ensino médio;  Brasil;  Education;  Work;  Middle school education;  Ideology;  Brazil
Issue Date: 9-Oct-2008
Abstract: The central theme of this thesis is the work of junior high/high school teaching in public schools. The scope of this paper is within the series of studies in the field of Work and Education. It focusses on the late 1990s and the beginning of the first decade of the 21st century, a period when adjustments initiated earlier to address the structural crisis of capital and the conservative affirmation of a 'new' educational thought were complemented, after a decade of important discussions and progress made by democratic forces in the field of education in Brazil. The reference for the analysis is historical materialism, focussed on understanding the connections and tensions between structural and situational determinations of the current moment in Brazil and the social experience of teachers as workers in public middle schools, both from the standpoint of exercise of their profession as well as in terms of the work of teaching itself. Within the context of the advance mercantilism within education, the challenge we proposed was to understand the nature of teaching work within a public middle school, as well as possible implications of this process to students who have a right to such education. The study was conducted, based on three interconnected areas: Work and Education in the capitalist mode of production; the Educator State and the direction of the reforms performed in the 1990s and strategies to disempower worker-teachers. To do so, a huge amount of documents on Junior High/ High School Education and Reform was critically analyzed, in addition to a set of data and empirical studies that depict the current reality in schools and of teachers. The study showed that worker-teachers in public middle schools are having that which is the essence of the work of teaching expropriated: knowledge, possibilities of choice and affection towards learners. It also equally demonstrated that production and consumption of this labor is not independent, they occur simultaneously, between teachers and students, conferring an enormous amount of power to the work of teaching.
URI: https://app.uff.br/riuff/handle/1/17202
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