Trabalho docente e gestão escolar: formação, deformação e transformação do educador

• Ano de defesa: 1995
• Autor(a) principal: Silva, Maria Vieira
• Tipo de documento: Dissertação
• Tipo de acesso: Acesso aberto
• Idioma: por
• Instituição de defesa: Universidade Federal de Uberlândia; Brasil; Programa de Pós-graduação em Educação
• Palavras-chave em Português: Trabalho docente; Gestão escolar; Teaching work; School management; CNPQ::CIENCIAS HUMANAS::EDUCACAO
• Link de acesso: https://repositorio.ufu.br/handle/123456789/29085; http://doi.org/10.14393/ufu.di.1995.14

This study aims to reflect on the formation of the educator and his performance, as well as on the possibilities of building a management that denies the despotic, hierarchical and bureaucratic relationships of the organization of school work. For that, we resort to Marxian studies to understand the historicity and contradiction of labor relations, showing that even under alienating labor relations it is possible to produce mechanisms that contribute to overcoming them. In this context, we discuss the process of proletarianization of education professionals as well as their manifestations of resistance to the logic of capital. In seeking to understand this contradictory character intrinsic to labor relations, we analyze the historicity of the Man-Nature-Work relationship - a relationship that determines the identity of Man as a historical subject - and the mechanisms created by capitalist society to mediate the capital-work relationship. To this end, we studied some management theories that were consolidated in the post-Industrial Revolution phase, the new perspectives that take effect in the neo-liberal context and their influences in the educational field. In the second moment, we highlight the forms of mediation for the transformation of the work relationships found by the workers, focusing primarily on the movement of educators in the 1980s. Such movement caused unmistakably revolutionary changes in the educational scope, brought together educators, promoted curricular restructuring on the formation of the educator and pointed out new perspectives of school management. In this direction, we seek to analyze the repercussions of this movement of educators in the school management process and of the new alternatives for the training of education professionals, even under the determinations of capital.