Milena de Lourdes Gomes Kirsten

REFERENCE: KIRSTEN, Milena de Lourdes Gomes. O TRABALHO DO PROFESSOR E O PACTO PELA EDUCAÇÃO: POLÍTICAS NEOLIBERAIS NO CONTEXTO EDUCACIONAL DE GOIÁS. 2016. 149 f. Universidade Federal de Goiás, 2016.

AUTHOR: Milena de Lourdes Gomes Kirsten
TITLE: TEACHER WORK AND THE EDUCATION'S PACT: NEOLIBERAL POLICIES IN THE GOIÁS EDUCATIONAL CONTEXT (O TRABALHO DO PROFESSOR E O PACTO PELA EDUCAÇÃO: POLÍTICAS NEOLIBERAIS NO CONTEXTO EDUCACIONAL DE GOIÁS)
ADVISOR: Prof. Dr. Laís Leni Oliveira Lima
CONCENTRATION AREA: Education
RESEARCH LINE: Educational Policies, Management and Teacher Training
DEFENSE DATE: 04/07/2016

ABSTRACT:

This research aimed to understand the public policies for the teaching career in the Goiás State, especially the government program launched at the end of 2011 entitled “The Education's Pact: a better future requires change” and the modifications that this program represented for the program. work of the teachers of the State College of Application, a full-time school located in the city of Iporá-Go. For this study to be carried out, we sought to analyze the worldwide context of neoliberal educational policies for developing countries such as Brazil. It has also become necessary to understand the logic by which teachers' work is influenced by such policies, since the productive restructuring of capital has direct implications on the reality of schools causing changes in teaching work. Here we start with Marx's concept of work and the principle that it is through this that man constitutes himself as such. It's through work that he relates to other human beings and nature, transforming the world and himself, and in this construction constitutes his identity. Therefore, work is a fundamental element of the ontological condition of the human being. The aim was also to investigate the relation education and work in the capitalist society debated from Marx (1983), Mascarenhas (2002), Antunes (2009), Mészáros (2002), Pinho (2007), Maggie Brasil (2005), Vaz e Favaro (2013) among others who helped in the reflections. The research involved a school of the Goiás state network, chosen for the empirical analysis because it's a "school model", which operates full time and for being the "showcase" of the proposals for "improvement" of education in the state in that state. government. They were used as data collection instruments, daily school observations, semi-structured interviews and questionnaires. Participating in this process were the management group, the permanent teachers and the teachers who work under a temporary contract. Through data from the empirical research it was possible to identify how teachers feel about the government's proposals for improving education in the state and how they feel valued before the Recognize Program, which refers to the recognition and merit evaluation system. Initially, a theoretical study was conducted on the world economic crisis and the neoliberal rise, with the intention of verifying how it interferes in the teaching work. Thus, we sought to understand the productive restructuring of capital and the characteristics of teaching work in the face of this process. What was verified from the investigations carried out was that the teacher's work has been increasingly affected by a market logic whose consequences contribute to its precariousness. Also, the programs that aim to value the teaching career have not been moving in this direction, which was perceived through the statements of the interviewed subjects. The research also revealed the need for teachers to understand the reality to which they belong, unveiling the essence of what is presented. Most teachers feel powerless in front of the determinations imposed by the central education agencies of the Goiás state and government programs, which facilitates the mastery of their actions, limiting their autonomy and producing a type of education where human formation makes it possible secondary goal in front of the capital market imposition.

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