Navegando por Palavras-chave "Precariousness Of Teaching"

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    O Trabalho Docente Na Prisão Por Professores Da Rede Estadual De São Paulo: Entre A Lógica Da Formação E A Lógica Da Adaptação
    (Universidade Federal de São Paulo (UNIFESP), 2017-08-21) Silva, Andressa Baldini Da [UNIFESP]; Penna, Marieta Gouvea De Oliveira [UNIFESP]; Universidade Federal de São Paulo (UNIFESP)
    The subject of this study regards the teacher’s work in prison. The general purpose was to identify and analyze aspects of the teacher’s work in schools located inside prisons of the State of São Paulo, aiming at understanding the teacher’s practice as well as how agents understand and carry out the teaching exercise within this context. The following question was defined as the main issue of the study: “How teaching is set inside prisons and which are the working conditions provided to teachers?”. The hypothesis guiding this research was that the forms of hiring, training and working conditions provided to teachers acting in schools inside prisons in São Paulo explicit and enhance the social and political devaluation of teaching. Research data were collected by means of documents, questionnaires and semi-structured interviews with six teachers who work in schools of prison units of São Paulo. As theoretical reference, the concepts created by Pierre Bourdieu – such as field and habitus – were used, which help to comprehend the objective mechanisms to which agents are submitted. Among the results obtained, the precariousness and devaluation of teaching in the State of São Paulo are highlighted; this is evidenced by the process of hiring teachers and employment relationship maintained with the State, the working agreement, the low wages, the lack of recognition of the profession and lack of materials available in order to perform the classes. With respect to training strategies of teachers, these relate much more to the setting of safety measures and the definition of the teacher’s position inside the prison system through their way of acting – their behavior, clothes and boundaries in their relationship with students, than to an education focused on the reflection on the teacher’s practice. The motivation for choosing teaching in prison refers to the objective conditions of agents. In the interviews, it was clear the adaptation of teachers to the prison dynamics and the fact school is designated as a value – teachers feel valued when teaching in prison units due to the relationship stablished with the students.