Teaching work in Rio Grande do Sul: investigations on a professional category in search of social affirmation
DOI:
https://doi.org/10.35819/tear.v9.n2.a4451Abstract
Abstract: This article presents a qualitative investigation (documentary study) about teaching work in Rio Grande do Sul, exploring the following categories of analysis: sociocultural profile of the subjects; educational levels and modalities in which professionals work; nature of the employment contract; characterization of academic training (graduation and postgraduation studies); specific characteristics of the teaching career plan linked to Rio Grande do Sul State Educational System. The main documents investigated were: editions of Basic Education Statistics Synopses (from 2014 to 2018) in addition to legislation regarding the career of the state teaching staff. The results obtained revealed that: the socio-cultural profile is mainly composed of women, white, working in urban regions (with a minority being the proportion of teachers under 40 years old); there is a great concentration of professionals working in Early Childhood Education and Elementary Education, and the State Educational System is the one that presents the worst situation, in proportional terms, in the occurrence of precarious teacher hiring. About the mentioned Educational System, unfavorable conditions were identified, which do not converge with the Brazilian legal framework regarding wages and working hours. In relation to academic education, the data reveal that the teachers in Rio Grande do Sul are mostly graduated in higher education (academic program in teacher education), with insufficient training at the postgraduate level (in all education systems). The need to strengthen the teaching profession as an articulated professional category, its public presence and its protagonism in the definition of the modes of formation and performance, in different areas of teaching work, is apparent.
Keywords: Teaching work. Professional development. Teachers in Rio Grande do Sul.
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