Concursos, ingresso e profissão docente: um estudo de caso dos professores de história: (São Paulo, 2003-2005)

• Autor(a) principal: Ferreira, Marcos Paulo
• Data de Publicação: 2006
• Tipo de documento: Dissertação
• Idioma: por
• Título da fonte: Biblioteca Digital de Teses e Dissertações da PUC_SP
• Texto Completo: https://tede2.pucsp.br/handle/handle/10551
• topic: Concurso público; Professores; Rede estadual paulista; Professores de historia -- Sao Paulo (estado); Official examination; Teachers; São Paulo State educational network; CNPQ::CIENCIAS HUMANAS::EDUCACAO

The official examination is the most democratic and equalitarian mean to reach a public post, and because it is based on the principle of equal opportunities, it constitutes an important legal method of avoiding biased selection of candidates. Focusing on the official examination performed by the Office of Education of São Paulo State (SEE/SP) in 2003 to fill in 49,000 teaching vacancies, the objective of this research is to point out who is the public school teacher of São Paulo State selected by this exam and some of its inherent consequences to the educational network, to the school community and to the teacher himself. For this purpose, data were gathered from the 7,900 history teachers convened by the Human Resources Department (DRHU) to the three post choice sessions using a questionnaire containing questions related to: age, educational formation, graduation institution, hometown, teaching time and impressions on the exam. Besides the information collected from the 2.225 questionnaires, it was obtained additional information published by DRHU on the SEE website and on the Official Journal aiming to know who these professionals are and to elucidate unnoticed aspects about them. We took into consideration studies about the teacher, the professionalization and the educational career, and those about the official examination to provide substract for the analysis. Data were organized in a databank and structured in tables which allowed us to point out a teaching faculty composed in its majority by women and by teachers who graduated in private institutions, and heterogeneous in relation to age, school formation and performance, demonstrating no uniformity in these aspects of the history teacher profile. Furthermore, the desirable stability brought by the approval in the exam is not something rapidly reached because of the vacancy number disparity existing in each educational office, what causes a great incidence of teachers mobility from one region to the other inside the state and from the countryside to São Paulo capital. This fact originates the so-called passage schools , chosen by the teachers because they have no other option. However, when the removing official examination is opened, these teachers try to change schools. Finally, the results show the existence of undesirable schools, which are continuously refused by the approved teachers because of their location at peripherical regions considered dangerous