Trabalho e educação: as estratégias de controle e precarização do trabalho docente nas instituições de ensino privadas a partir do ano 2000

Abstract

This dissertation analyzes the teacher\'s working conditions in Private Education Institutions. The study sought to identify the factors that favor both the intensification and difficult working conditions to the teacher through the categories: organizational process, control strategies and financial factors. Based on the questions about the teachers working conditions in Private Institutions concerning the job control strategies, as well as how working conditions affect the teachers\' subjectivity, the hypothesis described was that, with respect to the teacher\'s private education work, its characteristics are redefined according to the purpose of the institution and working strategies control, aiming at profiting, implying intensification and precariousness of teachers\' work, contributing to the decline of collective forms of resistance through the labor unions. Thus, the main objective of this research was to analyze the private school teachers intensification of working process and conditions of work through research by the Teachers Union in Belo Horizonte, State of Minas Gerais, in the 2000s. To carry out this research, a qualitative study of descriptive nature was done. Data were collected from a questionnaire and structured interviews with private educational institutions teachers working in SINPRO Minas (Teachers Union Minas Gerais). Data were elucidated through content analysis, according Bardin s (2011) categories. The results show that the teacher lives under conflicting situations due to the intensification of work, as well as to job insecurity affecting the teachers\' subjectivity. This demonstrates a scenario full of contradictions and difficulties in the teacher\'s work through this professional level of responsibility who acts as a psychologist, therapist, social assistant, among other functions. The teacher has experienced a control through evaluations and hierarchy in power relations, with a reduction of his autonomy in the face of educational policies. Another factor in this context is the low wage and low wage floor. The teacher needs support on this reality. Hence, there is a need for improvements in organizational working process, in the role of the state and in all involved in the process, so that the teacher valorization happens in daily practice in private educational institutions.