Os Impactos Das Condições De Trabalho Sobre A Construção Das Territorialidades Do Professor Na Escola Pública Estadual De São Paulo
In this work we seek to relate conditions of work, time and space to understand how and in what spaces of the state public school of São Paulo teachers construct territorialities. We carried out the study in a newly constructed school unit located in the municipality of Itaquaquecetuba, in the metro...
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| Tipo de documento: | Tesis de maestría |
| Estado: | Published version |
| Fecha de publicación: | 2017 |
| País: | Brasil |
| Institución: | UNIFESP |
| Repositorio: | Repositório Institucional da UNIFESP |
| Lenguaje: | Portugués |
| OAI Identifier: | oai:repositorio.unifesp.br:11600/50243 |
| Acceso en línea: | https://sucupira.capes.gov.br/sucupira/public/consultas/coleta/trabalhoConclusao/viewTrabalhoConclusao.jsf?popup=true&id_trabalho=5071502 http://repositorio.unifesp.br/handle/11600/50243 |
| Nivel de acceso: | Acceso abierto |
| Palabra clave: | Teaching Work Time And School Space Teaching Territoriality Trabalho Docente Tempo E Espaço Escolar Territorialidade Docente |
| Sumario: | In this work we seek to relate conditions of work, time and space to understand how and in what spaces of the state public school of São Paulo teachers construct territorialities. We carried out the study in a newly constructed school unit located in the municipality of Itaquaquecetuba, in the metropolitan region of São Paulo, characterized by high social vulnerability and the availability of diverse spaces. Based on the teachers' speech, supported by GOODSON (1992), we list the working conditions that most impact the time of the daily work of the teacher, and then understand in which school spaces teachers construct territorialities. It is a qualitative research supported by BOGDAN and BIKLEN (1994) and GATTI (2006), with data collection, based on semi-structured interviews with the teachers of the final years of elementary and secondary education. We have used HARVEY (2014) and HARGREAVES (2014) proposals to discuss the impacts of time on teaching work, as well as SAQUET's proposals (2009, 2011 and 2015) regarding the constitutive elements of the concept of territoriality. We used as methodological bibliographical procedure, supported in GIL (2002), and documentary, supported in SILVA; ALMEIDA and GUINDANI (2009). When we relate working conditions, time and teaching space we point to a reality that ends up converging to the confinement of teachers, almost exclusively, to classrooms reducing the territoriality of the teacher and consequently restricting, and denying, access to other spaces students in the school in which they work and study. |
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