Políticas educacionais no ensino médio e seus efeitos sobre o trabalho docente no Estado de Goiás

• Ano de defesa: 2014
• Autor(a) principal: Carmo, Rafael Moreira do
• Orientador(a): Martins, Lucinéia Scremin
• Banca de defesa: Martins, Lucinéia Scremin, Freitas, Revalino Antonio, Reses, Erlando da Silva
• Tipo de documento: Dissertação
• Tipo de acesso: Acesso aberto
• Idioma: por
• Instituição de defesa: Universidade Federal de Goiás
• Programa de Pós-Graduação: Programa de Pós-graduação em Sociologia (FCS)
• Departamento: Faculdade de Ciências Sociais - FCS (RG)
• País: Brasil
• Palavras-chave em Português: Intensificação do trabalho; Trabalho docente; Reforma do Estado; Políticas educacionais; Escola
• Palavras-chave em Inglês: Intensification of work; Teaching work; Reform of the State; Educational policies; School
• Área do conhecimento CNPq: CIENCIAS HUMANAS::SOCIOLOGIA
• Link de acesso: http://repositorio.bc.ufg.br/tede/handle/tede/7997

The present research seeks to understand how the process of intensification and precarization of the teaching work carried out in the middle-level public school in the state of Goiás occurs. The methodological approach used is based on qualitative analysis based on historical-dialectical materialism as a methodological basis general. The research was carried out through documentary and discourse analysis as techniques of data extraction capable of identifying the essential guidelines present in laws, projects and public policies for the country's education, particularly in the state of Goiás. the intensification and precariousness of teaching work are phenomena that directly point to the incorporation of the educational discourse of business matrix into official public policies, especially those directly related to educational reform. This, in turn, is organized from a general plan based mainly on the adoption of school education based on goals, results, incentive to competition, individual merit and the creation of national and local rankings of performance. It is also possible to highlight the teacher's accountability for school failure and the need to adopt new pedagogical practices that are consistent with the needs of the training of docile labor for the market, which suggests, in turn, that the policies analyzed and the intensification of teaching work as a result of this process has its way of incorporating the needs of the capitalist market within schools.