Detalhes bibliográficos
| Ano de defesa: |
2016 |
| Autor(a) principal: |
Haddad, Cristhyane Ramos
 |
| Orientador(a): |
Pereira, Maria de Fátima Rodrigues |
| Banca de defesa: |
Klein, Ligia Regina,
Masson, Gisele,
Orso, Paulino,
Schlesener, Anita Helena |
| Tipo de documento: |
Tese
|
| Tipo de acesso: |
Acesso aberto |
| Idioma: |
por |
| Instituição de defesa: |
Universidade Tuiuti do Parana
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| Programa de Pós-Graduação: |
Doutorado em Educação
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| Departamento: |
Educação
|
| País: |
Brasil
|
| Palavras-chave em Português: |
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| Palavras-chave em Inglês: |
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| Área do conhecimento CNPq: |
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| Resumo em Inglês: |
This thesis presents the study of the Paraná State policies for the work of the teachers of the state formulated teaching and implemented in the context of 2004 to 2015. We sought to answer the following issues: which way the political to the work of teachers from the changes brought by Complementary Law n. 103/2004, which abolished the post of education specialists and in its place created the position of pedagogue teacher? This is documentary research, which performs analysis of the policy embodied in the Complementary Law n. 103/2004, the Notices of Competition n. 37/2004, 10/2007 and 17/2013 and the Resolutions n. 5851/94, n. 3651/2000, n.1150 / 2002, n. and n 4534/2011. 4008/2012 fixing the number of teachers of state schools. In addition to these documents, also resorted to research in the Journal of numbers August 30 from 1997 to 2004. As a literature source are analyzed articles produced in the Educational Development Program PDE / PR from 2007 to 2012 dealing with work of teachers. They were also carried out semi-structured interviews with leaders of APP Union and pedagogues of state schools Curitiba Education Center in order to understand the implementation of these policies for the pedagogues work. The research method adopted was the Dialectical Materialism History, which enables to capture the real movement in its multiple determinations, through all the categories, contradiction, mediation and class struggle. It used the analysis of the historical context, characterized by the expansion of Toyotist management work, educational reforms, considering the trajectories disputed the preparation of the Curriculum Guidelines for the Pedagogy Course. It defends the thesis that the policy in question, with regard to Professor Career Plan of the Paraná Basic Education held advances in that it has considered the educators as teachers and thus secured these professional rights as retirement to 25 years and the requirement of the Faculty of Education for participation in public tenders for vacancies of teachers in state schools. However, considering the policy throughout its length, and it was implemented in the historical context of neoliberal policies, meant for educators in intensified work, estranged and bureaucratized. However, in spite of this goal, in contradiction, it was possible to mediation work of the teaching-learning conducted by pedagogues. The associated work is pointed out in this thesis as a possible human emancipation and overcome the current conditions of work. The purpose is to contribute to the discussions already underway in teachers' working field and the formulation and implementation of policies that reaffirm the importance of the teacher's work in public schools in order to overcome difficulties identified in the analyzes in this thesis. |
| Link de acesso: |
http://tede.utp.br:8080/jspui/handle/tede/1532
|
Resumo: |
This thesis presents the study of the Paraná State policies for the work of the teachers of the state formulated teaching and implemented in the context of 2004 to 2015. We sought to answer the following issues: which way the political to the work of teachers from the changes brought by Complementary Law n. 103/2004, which abolished the post of education specialists and in its place created the position of pedagogue teacher? This is documentary research, which performs analysis of the policy embodied in the Complementary Law n. 103/2004, the Notices of Competition n. 37/2004, 10/2007 and 17/2013 and the Resolutions n. 5851/94, n. 3651/2000, n.1150 / 2002, n. and n 4534/2011. 4008/2012 fixing the number of teachers of state schools. In addition to these documents, also resorted to research in the Journal of numbers August 30 from 1997 to 2004. As a literature source are analyzed articles produced in the Educational Development Program PDE / PR from 2007 to 2012 dealing with work of teachers. They were also carried out semi-structured interviews with leaders of APP Union and pedagogues of state schools Curitiba Education Center in order to understand the implementation of these policies for the pedagogues work. The research method adopted was the Dialectical Materialism History, which enables to capture the real movement in its multiple determinations, through all the categories, contradiction, mediation and class struggle. It used the analysis of the historical context, characterized by the expansion of Toyotist management work, educational reforms, considering the trajectories disputed the preparation of the Curriculum Guidelines for the Pedagogy Course. It defends the thesis that the policy in question, with regard to Professor Career Plan of the Paraná Basic Education held advances in that it has considered the educators as teachers and thus secured these professional rights as retirement to 25 years and the requirement of the Faculty of Education for participation in public tenders for vacancies of teachers in state schools. However, considering the policy throughout its length, and it was implemented in the historical context of neoliberal policies, meant for educators in intensified work, estranged and bureaucratized. However, in spite of this goal, in contradiction, it was possible to mediation work of the teaching-learning conducted by pedagogues. The associated work is pointed out in this thesis as a possible human emancipation and overcome the current conditions of work. The purpose is to contribute to the discussions already underway in teachers' working field and the formulation and implementation of policies that reaffirm the importance of the teacher's work in public schools in order to overcome difficulties identified in the analyzes in this thesis. |
