Abelhas ou arquitetos? A compreensão dos professores sobre autonomia e as implicações no seu processo de formação e trabalho

Abstract

This thesis is a result of a research conducted with teachers from four public schools of the city hall of Juiz de Fora in order to identify and analyze how they have built their concept of teacher autonomy and, consequently, how such construction has influenced the development of pedagogical work. The interest in this question stems from the desire to deepen studies initiated during the Masters on school autonomy coupled with professional experiences. The research was conducted with bases in historic dialectical approach and, for this, beyond a survey and bibliographic study, we used a semi open questionnaire to collect opinion among 91 teachers of the schools surveyed on the topic of teaching autonomy. The responses were analyzed with the Statistical Package for Social Sciences (SPSS) and supplemented with interviews with 9 participating teachers from the first stage of the research. There were also readings and analysis of documents such as minutes of pedagogical meetings, political-pedagogic project of each of the four schools selected for the development of research. The reflections around the theme of teacher autonomy and the analysis of the gained information were developed with the technical support of authors such as Kant (2011), Marx (2004, 2010), Gramsci (2012) Ricardo Antunes (1997), Paulo Freire (1998, 2001), Jose Contreras (2002), Stephen Ball (2005, 2012), Bernadette Gatti (2009, 2012) among others. Discussions are developed from considerations about the teaching profession linked to autonomy and the teacher training process, especially the continuing teacher training. This study enabled the understanding of teacher autonomy as a complex concept that can be analyzed from different perspectives. We highlight some categories systematized by us, which sometimes oppose and sometimes complement: a) as to its ways of obtaining (the prescribed and achieved); b) as to the form of how it is exercised (the individual, the categorized, the fortified and the networking); c) as to form of how it is used (the procedural and the authorial). Teachers of public schools of the city hall of Juiz de Fora have indicated autonomy, but the data indicated a predominance of an individual, fortified autonomy linked to procedures, which contributes to accountability processes and teacher proletarianization.