Professores contratados por tempo determinado: sentimentos de um inquilinato docente

• Ano de defesa: 2016
• Autor(a) principal: Cainelli, Clivia Martins de Oliveira
• Orientador(a): Teixeira, Rosiley Aparecida
• Banca de defesa: Teixeira, Rosiley Aparecida , Minhoto, Maria Ang??lica Pedra , Bioto-Cavalcanti, Patr??cia Aparecida , Todaro, M??nica de ??vila , Stangherlim, Roberta
• Tipo de documento: Dissertação
• Tipo de acesso: Acesso aberto
• Idioma: por
• Instituição de defesa: Universidade Nove de Julho
• Programa de Pós-Graduação: Programa de Mestrado em Gest??o e Pr??ticas Educacionais
• Departamento: Educa????o
• País: Brasil
• Palavras-chave em Português: Professor contratado; precariza????o do trabalho docente; provisoriedade; sentimentos docentes
• Palavras-chave em Inglês: Hired teacher; casualization of teaching; temporariness; teachers??? feelings
• Palavras-chave em Espanhol: Profesor contratado; provisorio; precarizaci??n y sentimientos
• Área do conhecimento CNPq: CIENCIAS HUMANAS::EDUCACAO
• Link de acesso: http://bibliotecatede.uninove.br/handle/tede/1261

This work aims to identify and analyze the feelings of teachers hired for a temporary job at Technical School in S??o Paulo, since this condition of temporariness can assign them a character of "teaching tenancy." It was decided, therefore, to conduct a qualitative research, and the data seized resulted from semi-structured interviews with teachers who have worked temporary in the technical school searched, and from the information contained in the standards and documents of Technological Education Paula Souza Center (CEETEPS). The theoretical work was supported in BAUMAN (210; 2014); CASTEL (2008; 2013); CODO (2002); HUBERMAN (1989) and OLIVEIRA ( 2004; 2005; 2006, 2007; 2008; 2009) and the authors who study and discuss the transformations of modern society in relation to the labor market and its consequences on the Brazilian educational reforms, intensifying from the 1990s, with a direct interference in flexibility, temporariness and precariousness of the teaching profession. The results showed that feelings of happiness, well-being, inclusion, belonging and satisfaction emanate from the beginning and during teaching practice, especially in the classroom and the relationship with the coordinators, colleagues and students; however, when they witnessed the left of a colleague for rescission of contract, as well as when taking knowledge of the non-renewal of the contract itself, the feelings intensify in: exclusion, sadness, dissatisfaction, seizure interruption, loss, melancholy, mourning and misunderstanding.