O trabalho pedagógico, as políticas públicas de universalização da educação básica e o curso normal: entre cabotagens, naufrágios e travessias.

Abstract

The present study deals with the Pedagogical Work and Public Policies for Universalization of Basic Education, was carried out from participation in the research line 02-School Practices and Public Policies for Universalization of Basic Education and the Kairos-group of studies and research Work, Public Policy and Education, both linked to the Graduate Program in Education of the Federal University of Santa Maria. Aimed to analyze to what extent the speeches of teachers about their Pedagogical Work at the State Institute of education Olavo Bilac (IEEOB), Santa Maria - RS, highlight possibilities and understandings of Universalization of Basic Education contained in the Public Educational Policies, from 1996. As method and theory of knowledge was based on historical materialism Dialectic research. The study is a qualitative approach and the data were produced through the documentary analysis of the documents of the IEEOB (Pedagogical Proposal, Pedagogical Project in the Normal Course, Pedagogical Project of IEEOB and Normal Course school Regiment) and Public Policies for Universalization of Basic Education (Law of Guidelines and Bases for National Education; Resolution CNE/CEB nº 2 of CNE 1999; Law nº 10,172/2001, PNE 2001; Resolution CNE/CP nº 1/2006; Constitutional Amendment nº 59/2009 and Law nº 13.005/2014, PNE 2014), interviews with 19 professors of IEEOB Normal. In addition to the Interaction Group. We used the technique of Content Analysis to analysis of the data produced. Teachers show how understanding of Universalization of Basic Education the possibility of production of culture and knowledge, in a process of transformation of oneself, of students and of reality in school. Evaluates that Public Educational policies impacted the IEEOB and Normal course, changing, from the times and spaces dedicated to Pedagogical Work, until his accomplishment. It was realized the precarious work of teachers, through the low pay and the intensification of the work. The teachers were away from the ontological dimension of work, recognizing that sometimes turn into robots. The School, the Normal Course and the teachers do not relate directly to the Educational Public Policy changes on IEEOB's educational reality, but realize their ambiguities through this same reality as observed in the Interaction Group. The speeches of teachers about their work showed that the Public Educational Policies generally affected ideologically the Pedagogical Work of the Normal Course of the IEEOB.