As novas configurações do trabalho docente: implicações na qualidade do ensino e nos processos participativos da gestão escolar

Abstract

This research aims to examine issues regarding the teaching in face to current educational policies and restructuring process. To this end, we contextualize the precariousness of employment in teaching at the public educational network of Minas Gerais, as well as its relation to the teacher‟s participation in the school management and the quality of public education. The research sheds light on the perception of teachers inserted in the daily working at school on the multiple determinations capable of constituting its pedagogical practice through an empirical research conducted with teachers working in state schools in the municipalities of Formiga and Uberlândia in Minas Gerais. This study demonstrated through empirical data and discussed theoretical framework that teachers undergo a significant weakening of employment, which rely on a process of precarious teacher‟s employment due to several factors such as wages squeezed, intensification of work, loss of labor guarantees, lack of a plan position and salary that encourages teacher category, beyond decline in their autonomy and a process of proletarianization of their work, lack of social recognition, professional identity crisis and issues related to the precarious condition of teaching in the exercise of their activity. These aspects directly results the poor performance of teachers in school management, and the quality of education. Thus, we see the importance of implementation of structural public policies facing the measured problems, intervening at the crucial point for the quality in public education of Minas Gerais: the education worker.