Sistemas apostilados de ensino e autonomia docente em educação em ciências e matemática : um diálogo com José Contreras

• Autor(a) principal: Ortiz, Gabriel Santos
• Data de Publicação: 2021
• Tipo de documento: Dissertação
• Idioma: por
• Título da fonte: Biblioteca Digital de Teses e Dissertações da PUC_RS
• Texto Completo: http://tede2.pucrs.br/tede2/handle/tede/9865
• topic: Sistemas Apostilados de Ensino; Sistemas Privados de Ensino; Autonomia Docente; Educação em Ciências; Educação Crítica; CIENCIAS HUMANAS: ENSINO

In this master’s dissertation, we sought to investigate the teaching work in private schools that adopt any Handout Teaching System (HTS). Taking that into account, a qualitative multiple-case study was carried out in order to understand the interference of HTS in the autonomy of natural sciences or mathematics teachers in private schools in the state of Rio Grande do Sul. For this purpose, semi-structured interviews were conducted with ten teachers from different schools. From the transcription of the interviews, the corpus was analyzed using the Discursive Textual Analysis (DTA) and adopting José Contreras' theoretical assumptions about teaching autonomy. At the end of the data categorization process, the following categories emerged: Persuasion: results and communication; Teaching Materials and Resources; Planning and Work Guidance. The data indicate several elements that directly affect the teaching practice or camouflage, through a speech of flexibility, the control exercised by companies. Thus, it is argued that HTS’ instrumental rationality has been intensifying the process of teachers' ideological proletarianization while concealing their control through more subtle mechanisms that lead to illusory autonomy and weaken resistance movements. Therefore, under this illusion of autonomy, teachers become not only victims, but supporters of their own process of proletarianization.