Docentes não licenciados e sem dedicação exclusiva no IFRN: caminhos discursivos entre o trabalho e a educação

Abstract

That study focused on the possibility of intensify the debate about the relation between work and education in Professional Education's field from a singular perspective of teaching performance. Therefore we aim to analyze from the teacher' speech the implications / impacts from the extroverted work experiences in the professional practice of unlicensed teachers and without Exclusive Dedication who work in the IFRN. The theoretical basis of this research process were supported in the works of Braverman (1977), Marx (1987, 1997, 2014), Antunes (2002, 2009, 2014), Gramsci (2011), Ramos (2008, 2013, 2014), Frigotto (1990), Tardif (2013, 2014), Dominik (2017), and Urbanetz (2011), among others that discuss the a priori and emerging theoretical categories of our study process that itselves were situated between work, teaching work, human training, specific knowledge for PE, non-teaching work experience and relation between theory and practice. The subjects chosen for the accomplishment of the empirical research were the unlicensed professors, who were not working in the Exclusive Dedication mode, with more than 2 years of teaching in the IFRN and that they had another non-teaching work . The research of qualitative especifity counted on bibliographical and documentary review, besides the realization of semistructured interviews with seven professors of four IFRN's campus. We noticed that there is a deficit in the formative trajectory of these teachers that can not get to of an extended formation to act in the EP. We emphasize that the teachers don't know about of the political and epistemological bias that underlies the conception of human formation. We understand that the knowledge that mobilizes most in teaching practice ends up being the knowledge of experience in their non-teaching work, which is considered as substrate capable of making them professionals with greater significance among students. We have identified that they see on the perspective of teaching in PE as possibility and duty to send students to the working market and that there is a desire for institutional recognition for the knowledge that this work practice in concomitance can add up to teaching. We emphasize the need to find a equilibrium between the formative possibilities of the teacher, so that they understand that no knowledge should overlap with another, and finally, we understand that it is necessary to unmake in the teaching ideal the idea of the school as a locus of formation for the exercise of work activities and the teacher as training agent.