Estudo sobre a autonomia profissional do(a) educador(a) no exercício da prática político - pedagógica

Abstract

This work is inserted in the research in History and Historiography of Education, Master s Course Program in Education, Federal University at Uberlândia. Its object of investigation dealt with teachers autonomy when these professionals are exercising the politic-pedagogic practice, in the City Schools at Uberlândia-MG, from 2001-2004. We used the qualitative research as methodological approach, based on literature review, in order to have the foundation for the four chapters, documents analysis, study, and analysis of discursive formations of 17 professionals. Some of the participants were from The Syndicate of the Municipal Workers. Others were coordinators of the elaboration process of the City Schools Letter of Principles and Political-Pedagogic School Projects, professionals of pedagogy, and teachers. In chapter one an analysis of autonomy, freedom and democracy is conducted in the light of the history of philosophy, aiming at understanding the historical meaning of these concepts in the western world. In chapter two it is analyzed the impact of the Brazilian legislation on the educators academic development and its effect on the public and educational policies, which influenced the world conformation, man and educator s education, as well as his autonomy before the social relations instituted in the school. In chapter three I present the facilitating and opposing mechanisms of the teacher s practice in the space and school time, under the lack of management of ideological implications in teachers training and the determinations imposed by rules on the teachers practice. In chapter IV I characterize the discursive formations of teachers and pedagogic professionals regarding the concepts of freedom, autonomy and professional autonomy that participated direct or indirectly of the process of implementation and construction of the Pedagogic Politic Project engaged to the Citizen School program established in Zaire Rezende s municipal govern (2001-2004). Among the conclusions it is evidenced the presence of professional development and a conception of education ruled by the technical rationality, which is structured, conduced and crystallized by liberal educational public policies. On the other hand it is verified that the Citizen School program of SME of Uberlândia did not get to put into practice the City Schools Letter of Principles and Political-Pedagogic School Projects ls. The Letter was democratically written during Zaire Rezende s govern. Yet it couldn t institutionally legitimate the school principals election of the city public schools because it couldn t overcome the centralizing structures that go through the whole organization, the schools and Municipal Secretary of Education s running, whose power relations are hegemonically marked by an authoritarian tradition installed in the scope of the educational managing, both in Uberlândia and in the Brazilian teaching public system. In this context the lack of a political and democratic exercise, which is associated to a conservative tradition of education, limit the possibility to overcome the technical rationality, the effective exercise of professional autonomy and the construction of effective mechanisms of collective participation and making decisions in education as well.