Trabalho docente em tempos de precarização: um estudo de caso em Timon-MA

Abstract

Teaching work is a fundamental activity for the development of a country's nation. For this reason, valuing this work must be an indispensable principle. In the case of teaching work in Brazil, despite this principle being present in several official documents, such as Law 9394/96, the National Education Plan and, more recently, Law 14.817/24, which authors such as Silva (2020), Marin (2010), Seki et. al. (2017), Linhart (2014) and others point out that teaching working conditions in Brazil occur with the increasing presence of elements of precarious work. For this reason, researching this topic and continuing to uncover these conditions is an urgent task, as it is a way of confronting these conditions, which makes it possible to propose public policies so that the principle of valuing teaching does not just remain in documents official, but it is fulfilled in practice. The general objective of this research was, through a case study, to investigate whether there are elements of precarious work in the teaching working conditions of the municipal education network in Timon-Ma. This unfolds into three specific objectives: a) investigate the working day of a teacher from the municipal education network in Timon; b) investigate the workload of the teacher in the municipal network of Timon; c) investigate the physical and environmental conditions of the teaching work of the teacher subject of the research. We collected data through a semi-structured interview in person at the school where the teacher works. Through this analysis, it was possible to verify that in the teaching working conditions of the municipal education network of Timon-MA there are, indeed, elements of precarious work, with emphasis mainly on the teacher's working day.