Materialidade da precarização do trabalho docente nos documentos oficiais no município de Jataí e no estado de Goiás

Abstract

Technological advances in contemporary society have led to reconfigurations in the world of work; however, labour relations remain riddled with contradictions inherent in conflicting interests. In this context, this research examines the materiality of the precariousness of teaching work in official documents from the municipality of Jataí and the state of Goiás, within the research line Work, Society, and Education of the Postgraduate Program in Education at the Federal University of Uberlândia. The general objective is to analyze the materiality of the precariousness of teaching work and its relationship with Digital Information and Communication Technologies (DICTs) in the official documents (teaching statutes) of the selected municipality and state. Thus, the specific objectives developed in this study were: 1) to explore the concepts of work and education in greater depth; 2) to discuss teaching work and precariousness; 3) describe public education policies (National Minimum Wage Law No. 11,738/2008 and the Fund for the Maintenance and Development of Basic Education and the Valorization of Basic Education Professionals and Education Professionals - Fundeb) at the beginning of the 21st century, with the achievements of the basic education teaching profession; 4) understand the materiality of the precariousness of teaching work in Ordinary Law No. 2,822/2007 and its amendments, which deals with the Statute and the Position and Salary Plan for teaching professionals in the municipality of Jataí and in the state of Goiás by State Law No. 13901/2001, which establishes the Statute and Position and Salary Plan for Teaching Professionals, as well as two laws that modify it. To achieve the proposed objectives, concepts such as work, precariousness of teaching work, and education were used. This research is a qualitative study guided by a dialectical framework. The methodological approach was based on documentary and bibliographic research, considering the phenomenon investigated in its historical context and the contradictions that permeate social and labour relations. The research demonstrated that the materiality of the precariousness of teaching work is structured in career plans (teaching statutes) by linking progression to training levels (qualifications). However, vertical and horizontal progression do not occur automatically. Furthermore, there is a clear lack of institutional incentives — financial, pedagogical, and structural — that enable effective professional progression and recognition. The precarious situation of temporary teachers and the intensification of permanent teachers' workloads are evident in the accumulation of duties (coordination, supervision, and planning), which increases their workload. Another point is the development of financial precariousness, which in the municipality of Jataí is evident in Organic Law 4.389/2022, which weakens the rights won by teaching workers, or the non-payment of the minimum wage in 2022 and 2023, while in the state of Goiás, the increase in teaching hours (28 to 32 – overtime) is evident in State Law No. 21.682/2022. It should be noted that structural precariousness and precarious rights are in conflict, as public policies exist to address them, but they do not materialize. It was evident that managerial public policies increase precariousness by standardizing temporary contracts, the accumulation of functions, bonuses/gratuities, in accordance with State Law No. 21,793/2023. In view of this, the precariousness of teaching work, as evidenced by official documents from the municipality of Jataí and the state of Goiás, results from a set of structural, institutional, and ideological factors.