Ideal de trabalho bem feito, demandas e impedimentos na concepção de atividade de trabalho de professores da rede municipal de ensino em Natal/RN

Abstract

This research project has as its domain of interest the challenges of teaching practice as a source of suffering and illness, with a view to responsibility involved in the socially transforming capacity of that craft. The teacher's work activity, like any other work activitycontributes to the rupture, construction, deconstruction and emancipation of the subject. It is an activity that has essential psychosocial significance and must be considered within the social context in which it is being developed. The challenge of ensuring the common training necessary for the exercise of citizenship is established for the public basic education system, based on the democratization of education. Characterized by crossings of the precarious situation of teaching work, this activity shares the historical legacy of devaluation of the profession, the distance between the prescriptions contained in the national education regulation frameworks and the work that can be done in the face of the available tools, the context of violence in which the periphery schools are inserted and the involvement with social problems that characterize and contribute to the worsening precariousness of public education. In this context, the present master's thesis project chooses as a focus of interest the professional activity of the teacher who works in elementary education in the municipal public network of Natal / RN. The approach of the work activity in question will have as a theoretical framework of reference the perspective of the Clinic of Activity, which proposes the cultural historical notion of the subject understood by Vygotsky, highlighting the importance of the professional gender, since the joint activity of the subjects with others it can be considered as the driving force of a common history, and of the biographical trajectories of each individual worker. The challenge of establishing relationships between the instances of prescribed, real and well-done work is assumed, emphasizing the individual's ability to act collectively, in the face of different situations in their work. The general objective is to analyze the teaching activity, investigating the existing prescriptions for this work, the level of achievement of these prescriptions in concrete work contexts and the ideal work well done by the municipal teachers of Natal / RN. From this purpose, we also seek to observe the extent to which the distance presented between prescribed work and real work impacts the conception of work well done considering the professional context proposed here for analysis. The group of participants to be researched will be the one that includes the multipurpose teacher from the initial years (1st to 5th) of elementary school, in the urban area of Natal-RN, as it is a long and crucial stage of basic education, in which children go through significant changes in the physical, cognitive, affective and social aspects, in addition to the burden of social relevance of the activity of this professional, committed to the process of literacy and basic mathematical and scientific education as a significant learning platform in the school trajectory. The proposed investigation will have a descriptive and clinical-qualitative nature based on three tools proposed for the research: a) descriptive document analysis, b) application of the instruction technique to the double and c) application of a questionnaire on work well done. This work will seek to contribute to the triggering of a critical rethink, with the potential for transformation of the subjectworker in terms of evaluation and possible expansion of their power to act, and realization of the ideal of a job well done in the professional category under analysis.