| Resumo: |
The present work deals with the experience of autonomy by teachers of the early years of elementary school of a public school in Sobral - CE. The main objective of this work is to analyze the experience of autonomy by teachers of the early years of elementary school of a public school in Sobral - CE. The specific objectives are: to analyze particularities of daily school life that configure the exercise of autonomy of teachers of the early years of elementary school of a public school in Sobral - CE; and to understand the teachers' work conducted from the particularities of daily school life that configure the exercise of their autonomy in a public school in Sobral - CE. The theoretical framework that underlies this research is composed of the multiple understandings about autonomy present in Kant (1985, 2007), Piaget (1994, 1999), Freire (2016), Barguil (2017), Martins (2002), among others, and of the understandings about teaching work and autonomy present in Tardif and Lessard (2007), Therrien, Loiola and Mamede (2007) and Geraldi (2016). Concerning the methodology, this research can be classified as: qualitative, regarding the approach; basic, regarding the nature; descriptive, regarding objectives; and field study, regarding procedures. Field research was carried out at a school in the municipal network of Sobral/CE. This research was divided in two moments: the first one is composed by the observation of the daily life of two classes of the fifth year of Elementary School, with duration of one week for each class; and the second was the application of open questionnaires with the teacher of each class, which were analyzed based on Content Analysis, according to Bardin (1979). According to the sources consulted, the concept of autonomy has multiple meanings, including those more opposed to teaching freedom, such as the proposal of technicization or proletarianization of teaching work. These diverse understandings coexist in school daily life and influence the way teachers perceive the curtailment of their autonomy in school daily life, promoted by educational policies, especially that of external evaluations, which teachers are constrained to submit to. Moreover, the relative autonomy of teachers seems to be limited to their classroom, experienced among those who occupy a lower hierarchical position than theirs, that is, students, and can decide on some aspects of their work. This proposal for qualification of education incorporates the interests of the market in the school system, contrasting with the proposal of an education directed towards citizenship and the global development of the students as stated in the legislation. |
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