Trabalho docente e aprendizagem no ensino médio em uma escola pública no interior do RS

Abstract

With this research we intent to understand how teachers organize and develop their work, under the conditions found in real contexts, to effect the learning of students in a school of the State Public School Network of RS. For this purpose, we set to answer the following research problem: “How do four high school teachers describe the relationships between their work and the students learning”? Therefore, we unfold the problem into four questions: (1) How does the teacher organize the time, resources and pedagogical spaces to promote student learning? (2) What elements interfere with the organization and development of teaching work? (3) What challenges do high school teachers face in developing their work? (4) What are the learnings defined by teachers for their students? Interviews were conducted with four high school regent teachers and observations were made of their classes. From the analysis, we can affirm the following results: the teaching work was impacted by the precarious working conditions available in the researched school context and is characterized by personal investments that overload the teacher; The available time for planning is being insufficient, given the significant set of actions and activities inherent to this task. Some aspects help to explain this situation: the diversity of students, the diversity of classes attended by each teacher, the need to attend more than one subject, the presence of students with learning difficulties, relationships, among others; The teachers' planning has been carried out, fundamentally, in their homes, without precise time limits, due essentially to two factors: : the unavailability of significant time within the school and within its contract workload to accomplish this task and the lack of adequate spaces in the school. Because it involves a significant set of actions that require mental and intellectual work, it is difficult to measure precisely how much time is spent planning. As a result, some of these actions do not appear to be recorded, considered or accounted for as work, so the label “planning hours” ends up hiding the variety of actions and the complexity of the teaching work. Added to this is the fact that the researched basic education school is prepared only for the development of the didactic work with students, but it is not prepared for the teacher perform all the components of the teaching work, among them the planning;. exchanges of experience between fellow teachers take place in an improvised way before classes start, between breaks and “free” periods when teachers eventually meet one or another colleague in the classroom. These moments are not formally counted as working hours and also become hidden. These results indicate that the teaching work in the elementary school has been going through impasses, since structural questions of the school in the guarantee of conditions for they can plan, organize and develop classes that mobilize the students for the learning and their general education, even aspects related to the nature of teaching work (interactive, immaterial, intellectual work) that seem to be disregarded by the system.