As faces da violência do estado no fazer docente: a compreensão de professores e professoras da rede pública municipal de ensino de uma cidade do interior do RS

Abstract

Public education has always suffered and suffers constant attacks regarding its quality, a context in which educators end up losing their authority and are increasingly disrespected and devalued. Teachers, who are at the forefront of this scenario, constantly suffer from this neglect. In this way, the discussion arises about the different ways the State exerts its power and its influences in the field of education, which directly affects this working class. Interventions that carry with them different forms of violence, from the most subtle and sneaky, to the most overt and structural. In view of this scenario, the present study aimed to analyze the understanding of teachers regarding the violence practiced by the State in their work contexts. We sought to understand how State requirements shape Education, investigating possible dialogues and obstacles generated in educational practices, in addition to identifying how State requirements regarding education can affect the physical and psychological health of teachers. . The target audience were eight teachers from the Municipal Public Education Network in a city in the interior of Rio Grande do Sul. Data collection was carried out through recorded interviews, using a semi-structured script with guiding questions. These interviews, due to the coronavirus pandemic, were carried out online, mediated by the Google Meet digital communication platform. For the development of data collection, the snowball method was used, with the intention of reaching a greater and more varied number of participants for the research. The analysis of the data obtained was carried out through Thematic Content Analysis. The survey results demonstrate the awareness of the interviewed teachers about the tools used by the State to control education. In addition, illness, both physical and psychological, appears to be related to State interventions. However, the research participants highlight the criticality, the human perspective and the political and social role of education as factors for possible changes. It is therefore concluded that education goes beyond the pedagogical, through care and respect for oneself and for others, which also appear as forms of resistance in a scenario of both physical and psychological illness. In addition, the naturalization of violence suffered by the researched working class and the difficulty of naming such State tools and attitudes as “violences” is evident, as many of them appear in a subtle and masked way.