Relationship between teaching functional condition and the perception of working conditions

Detalhes bibliográficos
Autor(a) principal: Fernandes, Anoel
Data de Publicação: 2017
Outros Autores: Santos, Edson Segamarchi dos
Tipo de documento: Artigo
Idioma: por
Título da fonte: Linhas Críticas (Online)
Texto Completo: https://periodicos.unb.br/index.php/linhascriticas/article/view/4908
Resumo: This study aims to verify whether the functional condition of a group of active female teachers in the first cycle of Primary Education of Sao Paulo state’s public school system interferes in the perception they have of their working conditions. As a research procedure, it was applied a questionnaire to 37 teachers, among them three stable teachers, eight effective teachers and 26 Occupant of Activity Function, no job security. In order to analyze the data, this study was based on the Marxist concept of alienation and its theoretical developments made by the authors of the critical theory of society, especially Adorno and Marcuse. These data demonstrated that the OFA teachers tend to have higher conforming feelings, what is formalized on the opinions with lower criticality.
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spelling Relationship between teaching functional condition and the perception of working conditionsRelación entre la condición funcional de la enseñanza y la percepción de las condiciones de trabajoRelação entre condição funcional docente e a percepção das condições de trabalhoTrabalho docenteCondição funcionalTeoria críticaEnseñanzaCondición funcionalLa teoría críticaTeacher’s laborFunctional conditionsCritical theoryThis study aims to verify whether the functional condition of a group of active female teachers in the first cycle of Primary Education of Sao Paulo state’s public school system interferes in the perception they have of their working conditions. As a research procedure, it was applied a questionnaire to 37 teachers, among them three stable teachers, eight effective teachers and 26 Occupant of Activity Function, no job security. In order to analyze the data, this study was based on the Marxist concept of alienation and its theoretical developments made by the authors of the critical theory of society, especially Adorno and Marcuse. These data demonstrated that the OFA teachers tend to have higher conforming feelings, what is formalized on the opinions with lower criticality.Hemos tratado de determinar si la condición funcional de un grupo de profesores activos en el primer ciclo de la educación básica de las escuelas públicas del estado interfiere con la percepción de que hayan condiciones de trabajo. Como procedimiento de investigación se aplicó un cuestionario a 37 docentes, tres estables, eficaces Función ocho y 26 Ocupantes Actividad (OFA), es decir, sin seguridad en el empleo. Para analizar los datos, se basa en el concepto marxista de alienación y de sus desarrollos teóricos desarrollados por los autores de la teoría crítica de la sociedad, en especial Adorno y Marcuse. Los datos mostraron que los profesores OFA tienden a tener mayor cumplimiento de las disposiciones.Buscou-se verificar se a condição funcional de um grupo de professoras atuantes no ciclo I do ensino fundamental da rede pública estadual paulista interfere na percepção que possuem das condições de trabalho. Como procedimento de pesquisa, aplicou-se um questionário a 37 professoras, das quais três são estáveis, oito efetivas e 26 Ocupantes de Função Atividade (OFA), isto é, sem estabilidade no emprego. A análise dos dados foi pautada no conceito marxista de alienação e seus desdobramentos teóricos, desenvolvidos pelos autores da teoria crítica da sociedade, especialmente Adorno e Marcuse. Os dados demonstraram que as professoras OFA tendem a apresentar maior conformidade com o disposto.Faculdade de Educação - Universidade de Brasília2017-02-14info:eu-repo/semantics/articleinfo:eu-repo/semantics/publishedVersionapplication/pdfhttps://periodicos.unb.br/index.php/linhascriticas/article/view/490810.26512/lc.v22i48.4908Linhas Críticas; Vol. 22 No. 48 (2016): Educação do Campo e Indígena; 405-426Linhas Críticas; Vol. 22 Núm. 48 (2016): Educação do Campo e Indígena; 405-426Linhas Crí­ticas; v. 22 n. 48 (2016): Educação do Campo e Indígena; 405-4261981-04311516-489610.26512/lc.v22i48reponame:Linhas Críticas (Online)instname:Universidade de Brasília (UnB)instacron:UnBporhttps://periodicos.unb.br/index.php/linhascriticas/article/view/4908/4470Copyright (c) 2017 Linhas Críticashttps://creativecommons.org/licenses/by/4.0info:eu-repo/semantics/openAccessFernandes, AnoelSantos, Edson Segamarchi dos2021-09-28T11:06:50Zoai:ojs.pkp.sfu.ca:article/4908Revistahttps://periodicos.unb.br/index.php/linhascriticas/PUBhttps://periodicos.unb.br/index.php/linhascriticas/oairvlinhas@unb.br||1981-04311516-4896opendoar:2021-09-28T11:06:50Linhas Críticas (Online) - Universidade de Brasília (UnB)false
dc.title.none.fl_str_mv Relationship between teaching functional condition and the perception of working conditions
Relación entre la condición funcional de la enseñanza y la percepción de las condiciones de trabajo
Relação entre condição funcional docente e a percepção das condições de trabalho
title Relationship between teaching functional condition and the perception of working conditions
spellingShingle Relationship between teaching functional condition and the perception of working conditions
Fernandes, Anoel
Trabalho docente
Condição funcional
Teoria crítica
Enseñanza
Condición funcional
La teoría crítica
Teacher’s labor
Functional conditions
Critical theory
title_short Relationship between teaching functional condition and the perception of working conditions
title_full Relationship between teaching functional condition and the perception of working conditions
title_fullStr Relationship between teaching functional condition and the perception of working conditions
title_full_unstemmed Relationship between teaching functional condition and the perception of working conditions
title_sort Relationship between teaching functional condition and the perception of working conditions
author Fernandes, Anoel
author_facet Fernandes, Anoel
Santos, Edson Segamarchi dos
author_role author
author2 Santos, Edson Segamarchi dos
author2_role author
dc.contributor.author.fl_str_mv Fernandes, Anoel
Santos, Edson Segamarchi dos
dc.subject.por.fl_str_mv Trabalho docente
Condição funcional
Teoria crítica
Enseñanza
Condición funcional
La teoría crítica
Teacher’s labor
Functional conditions
Critical theory
topic Trabalho docente
Condição funcional
Teoria crítica
Enseñanza
Condición funcional
La teoría crítica
Teacher’s labor
Functional conditions
Critical theory
description This study aims to verify whether the functional condition of a group of active female teachers in the first cycle of Primary Education of Sao Paulo state’s public school system interferes in the perception they have of their working conditions. As a research procedure, it was applied a questionnaire to 37 teachers, among them three stable teachers, eight effective teachers and 26 Occupant of Activity Function, no job security. In order to analyze the data, this study was based on the Marxist concept of alienation and its theoretical developments made by the authors of the critical theory of society, especially Adorno and Marcuse. These data demonstrated that the OFA teachers tend to have higher conforming feelings, what is formalized on the opinions with lower criticality.
publishDate 2017
dc.date.none.fl_str_mv 2017-02-14
dc.type.driver.fl_str_mv info:eu-repo/semantics/article
info:eu-repo/semantics/publishedVersion
format article
status_str publishedVersion
dc.identifier.uri.fl_str_mv https://periodicos.unb.br/index.php/linhascriticas/article/view/4908
10.26512/lc.v22i48.4908
url https://periodicos.unb.br/index.php/linhascriticas/article/view/4908
identifier_str_mv 10.26512/lc.v22i48.4908
dc.language.iso.fl_str_mv por
language por
dc.relation.none.fl_str_mv https://periodicos.unb.br/index.php/linhascriticas/article/view/4908/4470
dc.rights.driver.fl_str_mv Copyright (c) 2017 Linhas Críticas
https://creativecommons.org/licenses/by/4.0
info:eu-repo/semantics/openAccess
rights_invalid_str_mv Copyright (c) 2017 Linhas Críticas
https://creativecommons.org/licenses/by/4.0
eu_rights_str_mv openAccess
dc.format.none.fl_str_mv application/pdf
dc.publisher.none.fl_str_mv Faculdade de Educação - Universidade de Brasília
publisher.none.fl_str_mv Faculdade de Educação - Universidade de Brasília
dc.source.none.fl_str_mv Linhas Críticas; Vol. 22 No. 48 (2016): Educação do Campo e Indígena; 405-426
Linhas Críticas; Vol. 22 Núm. 48 (2016): Educação do Campo e Indígena; 405-426
Linhas Crí­ticas; v. 22 n. 48 (2016): Educação do Campo e Indígena; 405-426
1981-0431
1516-4896
10.26512/lc.v22i48
reponame:Linhas Críticas (Online)
instname:Universidade de Brasília (UnB)
instacron:UnB
instname_str Universidade de Brasília (UnB)
instacron_str UnB
institution UnB
reponame_str Linhas Críticas (Online)
collection Linhas Críticas (Online)
repository.name.fl_str_mv Linhas Críticas (Online) - Universidade de Brasília (UnB)
repository.mail.fl_str_mv rvlinhas@unb.br||
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