Trabalho docente em movimento, perspectivas e lutas: uma análise das diretrizes de formação de professores no contexto brasileiro

Abstract

This dissertation is the result of a research linked to the Graduate Program in Education (PPGE) of the Federal University of Fronteira Sul (UFFS), Chapecó campus, part of the research line in Teacher Education: Knowledge and Educational Practices. It also fits into the research project "Human Development and Education from the Historical-Cultural Perspective," coordinated by the supervising professor, and is affiliated with the Vigotski School Studies and Research Group (GEPEVI). The aim of this research is to investigate conceptions of teaching work within the context of teacher training guidelines in Brazil, with emphasis on Resolutions CNE/CP 02/2015 and 02/2019. Thus, the main purpose is to highlight the conceptions of work present in the national teacher training guidelines. The specific objectives are: (I) To understand the conception of work from the Marxist framework and its relation to the nature of teaching work; (II) To investigate the conceptions of teaching work that emerge from the current teacher training guidelines; and (III) To identify ongoing changes in teaching work, in line with current movements and debates. In the methodological scope, the research adopts the Historical-Dialectical Materialism as a reference framework, allied with the contributions of authors such as Shiroma, Campos, and Garcia (2005), and Evangelista (2012), who provide guidance for document analysis. Additionally, for data collection, it uses Bardin's Content Analysis strategy (2019) as a reference. Theoretically, the research is based on authors such as Marx (1978; 2004; 2007; 2008; 2013; 2017), Engels (1999), Leontiev (2004), Lukács (2012; 2013), Saviani (2005; 2008; 2011; 2021), Duarte (2001; 2006; 2020), among others. This study seeks to contribute, on one hand, to a deeper understanding of teaching work from a conception of human vital activity and, on the other hand, to analyze how teaching work is conceived within the scope of national teacher training policies. The results reveal divergent conceptions of teaching work, ranging from the valorization of emancipatory education to the influence of neoliberal policies. This dispute is reflected in the perception of teaching work, sometimes as a creative and transformative/liberating activity, and at other times as an alienated practice, reduced to a pragmatic and technically instrumental dimension. Such findings underscore the need for critical reflection on educational policies to train teachers who meet contemporary social and educational demands.