O trabalho da professora e do professor na secretaria municipal de educação de Natal/RN

Abstract

The object of study of this research is the work developed by both male and female working teachers in the Municipal Department of Education of the city of Natal/RN (SME-Natal/RN). It is aimed to understand what is proper of the teacher‟s work in this managing body. In order to develop the research, we adopted the Dialectical Historical Materialism as a method, since the data, the information and their interpretations and problematizations were understood from the concrete reality. For this, we conducted interviews with a group of twelve teachers who work in the aforementioned Department of Education. Through what was said by these interlocutors, and from what was possible to observe in the course of the research, three categories of study emerged, namely: work, knowledge and praxis. These categories were intertwined in the course of the investigation by others that emerged, such as: person, roaming and place. Thus, we used as research sources the speeches of teachers and professors exposed in the interviews; observations of practices; the annual plans and reports of the institution corresponding to the researched period (2003 to 2018) and the legislations both national and from Natal, which refers to the subject studied in this research. These sources and the study carried out revealed that what is proper of the work of the teachers at SME-Natal is the role of educational advisor, since these professionals act directly with the educational macro policy in regard to the continuing of education from male and female servers; to planning, evaluation, monitoring, guidance and counseling in the pedagogical, administrative and financial dimensions, in addition to the dimension of participatory democratic management in public education units in the city of Natal. The understanding of what is proper to the work of the teachers at SME-Natal made us raise the thesis that the specificities of the work and the field of action of these educational advisors require a specific norm that regulates the exercise of the activity and defines who should exercise it, aiming to recognize these people as professionals. Therefore, the lack of legal recognition of teachers who work in the Department of Education, as educational advisors, deprofessionalizes their job.