Os efeitos da globalização no trabalho/identidade docentes
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Data
2014
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A presente dissertação integra-se numa pesquisa que procura verificar como o fenômeno das globalizações tem interferido no trabalho e na identidade profissional dos docentes. Este estudo é de carácter exploratório e descritivo, por isso adotamos como estratégia metodológica a investigação qualitativa, tendo sido utilizado como procedimento fundamental a entrevista semiestruturada. De forma específica procuramos verificar que alterações têm vindo a registrar na sua prática docente diante do fenômeno das globalizações. Procuramos saber se o novo sistema de regulação educacional limita a autonomia docente, assim como verificamos como sente o docente o seu ofício de ensinar/educar face à visão empresarial que se tem da escola. Nesta investigação através das entrevistas tivemos como resultado a voz dos docentes acerca do seu trabalho/identidades e que constituiu o material empírico desta pesquisa. Em termos conceptuais, começamos por expor as perspectivas e tendências das globalizações, que através da revisão de bibliografia foi possível informar o conceito de globalização, definida, grosso modo, como um processo caracterizado pela intensificação das relações sociais mundiais estabelecidas entre o local e o global. Em seguida, dissertamos sobre os efeitos das globalizações no trabalho/identidades docentes, o qual nos serviu de quadro teórico. Posteriormente analisamos a voz dos docentes entrevistados e pudemos perceber que há alteração no trabalho/identidades docentes, pois com as globalizações há uma intensificação e desvalorização social e salarial de seu trabalho, uma sobrecarga de trabalho e de funções para os docentes, o que está resultando no docente em mal-estar e crise de identidade, já que os mesmos vêm passando por uma regulação no sistema de ensino em que desenvolvem a sua prática, ou seja, restringindo a sua autonomia. Procurou-se também compreender como é possível o professor ensinar hoje com estas mudanças. Pôde-se notar que ainda há traços de docentes com ideais de vocação, abnegação o que prejudica a luta por melhores condições de trabalho e reconhecimento profissional. Diante do contexto ora apresentado, acreditamos que esta investigação possa trazer importantes esclarecimentos sobre a forma como os docentes estão vendo e sentindo os efeitos das globalizações no seu trabalho/identidades docentes, pois, através da compreensão dos condicionantes que permeiam a prática docente, estes poderão afirmar a sua identidade enquanto profissionais e mudar o rumo de sua profissionalização e profissionalidade mesmo em contexto com interferência do fenômeno da globalização e garantir uma educação humanizadora do ser, com vistas a uma sociedade mais justa e igualitária.
This of globalization has interfered in teachers work and professional identity. This is an exploratory and descriptive study, so we adopt as methodological strategy the qualitative research, and used semi structured interview as fundamental procedure. We specifically sought to verify which changes have been register in their teaching practice since the phenomenon of globalizations. We seek to know if the new regulation of educational system limits teacher autonomy, and how teachers feels their teach / educate work, especially as educational reforms and changes in education management model. As interviews result we found teachers voice about their work / identity which constituted this research empirical material. Conceptually, we start by exposing the prospects and trends of globalization, that through review of the literature was possible the concept of globalization, defined broadly as a process characterized by the intensification of worldwide social relations established between the local and the global. Then we expatiate on the effects of globalization on work / teacher identity, which served as the theoretical framework. Subsequently we analyze the voice of teachers interviewed and we realized that due to change in work / teacher identity, as with globalization there is an intensification and social devaluation and wage his work, an overload of work and roles for teachers, which is causing the teacher malaise and identity crisis, since they are undergoing a setting in the education system in which they develop their practice, in other words, restricting their autonomy. We also sought to understand how the teacher can teach today with these changes. It may be noted that there are still traces of teachers with ideal vocation, selflessness which undermines the struggle for better working conditions and professional recognition. Given this context presented here, we believe that this research can bring important insights about how teachers are seeing and feeling the effects of globalization on their work /teacher identity, therefore by understanding the constraints that permeate the teaching practice, they may affirm their identity as professionals and change the direction of their professionalism and professionalization interference even in the context of the phenomenon of globalization and ensure an education humanizing of being, with a view to a more just and egalitarian.
This of globalization has interfered in teachers work and professional identity. This is an exploratory and descriptive study, so we adopt as methodological strategy the qualitative research, and used semi structured interview as fundamental procedure. We specifically sought to verify which changes have been register in their teaching practice since the phenomenon of globalizations. We seek to know if the new regulation of educational system limits teacher autonomy, and how teachers feels their teach / educate work, especially as educational reforms and changes in education management model. As interviews result we found teachers voice about their work / identity which constituted this research empirical material. Conceptually, we start by exposing the prospects and trends of globalization, that through review of the literature was possible the concept of globalization, defined broadly as a process characterized by the intensification of worldwide social relations established between the local and the global. Then we expatiate on the effects of globalization on work / teacher identity, which served as the theoretical framework. Subsequently we analyze the voice of teachers interviewed and we realized that due to change in work / teacher identity, as with globalization there is an intensification and social devaluation and wage his work, an overload of work and roles for teachers, which is causing the teacher malaise and identity crisis, since they are undergoing a setting in the education system in which they develop their practice, in other words, restricting their autonomy. We also sought to understand how the teacher can teach today with these changes. It may be noted that there are still traces of teachers with ideal vocation, selflessness which undermines the struggle for better working conditions and professional recognition. Given this context presented here, we believe that this research can bring important insights about how teachers are seeing and feeling the effects of globalization on their work /teacher identity, therefore by understanding the constraints that permeate the teaching practice, they may affirm their identity as professionals and change the direction of their professionalism and professionalization interference even in the context of the phenomenon of globalization and ensure an education humanizing of being, with a view to a more just and egalitarian.
Descrição
Orientação : Óscar Conceição de Sousa ; co-orientação: Márcia Karina da Silva Luiz
Palavras-chave
MESTRADO EM CIÊNCIAS DA EDUCAÇÃO, EDUCAÇÃO, EDUCATION, GLOBALIZAÇÃO, GLOBALISATION, IDENTIDADE, IDENTITY, PROFESSORES, TEACHERS, GESTÃO ESCOLAR, EDUCATIONAL MANAGEMENT