Reforma do ensino médio e metamorfoses do trabalho docente em geografia: uma análise de experiências profissionais

Abstract

This dissertation aims to analyze the following problem: What transformations have occurred in/of teaching work in Geography since the implementation of the High School Reform in Brazil, and consequently in Santa Catarina? Among the specific objectives, we sought to discuss contextual characteristics (initial and continuing education, subjects taught, employment regime, working conditions, etc.) that mark the work of teaching Geography today, and also to analyze to what extent the High School Reform has already been promoting transformations in teaching practice in the state of Santa Catarina. In addition to bibliographic research, ten Geography teachers who worked in High School between 2017 and 2024 were interviewed. With all the changes imposed, after the interviews with the teachers, the analyses allowed us to highlight the emergence of four structuring categories: 1) Metamorphoses of teaching work in Geography; 2) Precariousness of teaching work; 3) The double facet of platformization in Santa Catarina; and 4) Continuing education distant from the context of practice. In this sense, the analyses point to the precariousness and deprofessionalization of teaching work. Finally, it is concluded that, given this scenario, it is urgent to reclaim the social function of teaching professionalism and the powerful role of geographical knowledge in the education of new generations.