Significações imaginárias sobre a condição docente no ensino médio: um estudo na rede estadual do município de Alegrete - RS

Abstract

The master dissertation that I present is linked to the Research Line 1: Training, Knowledge and Professional Development in the Postgraduate Program in Education, Federal University of Santa Maria, aimed to know and problematize the imaginary meanings of the teachers of the state network of Alegrete about the teaching condition in High School. The methodology of the research took place in two moments: the bibliographic research on the subject; and the empirical research carried out with nine teachers of the state network of the RS of Alegrete's city. The theoretical contributions used were Oliveira (2005, 2016), Bernard Charlot (2002, 2014), Teixeira (2007,2014), Dayrell (2011, 2014), Carrano (2011, 2014), Leo (2011), Krawczyk (2011) Narvaes (2012), Silva (2013), Castoriadis (1982) and also the researches of the Youth Observatory Federal University of Minas Gerais and Fluminense Federal University and other networks. Also, through the collaborators' life narratives obtained in two meetings that were called rounds of dialogue, it was possible to apprehend the experiences of the teachers, the meanings that they attribute to the teaching condition, while teachers of the High School of the state network of the Rio Grande do Sul. With the development of the research, it was verified that the teachers feel shaken in the status of their profession due to the low salaries and installment payments. The research pointed, as well, out that although the teachers live this teaching malaise, they seek their best to develop their teaching work in the daily life of the school.