Resistências fragmentadas: os sentidos do trabalho nas (auto)biografias de professores de história da rede pública estadual do Rio Grande do Sul

Abstract

This Thesis is linked to the School Practices and Public Policies Research Line, of the Graduate Program in Education (UFSM) and the People of Clio - Center for Studies on Memory and Education. Our objective in this research was to investigate what relationships can be established between experiences, suffering and resistance, and the senses of being a history teacher in the state network of Rio Grande do Sul. For this, we used the (auto)biographical approach (DELORY-MOMBERGER, 2008, 2011; JOSSO, 2002, 2006) that brought us the perspective of the stories of resistance, making it possible to think, in the plural and diverse universe of the school, the singularities of the stories of three teachers working in the state public network/RS. Suffering is inevitable at work because it relates to the subjectivity of the worker (DEJOURS, 1992). This suffering is aggravated by the objective conditions faced, in this case, by state/RS teachers in the current context. Through the narratives it was possible to perceive the suffering manifesting itself in various ways and resulting from various causes that involve: violence and relationships with parents and students, conflicts with colleagues, excessive bureaucratic procedures, salary devaluation, idealized vision of the "good teacher", discouragement to qualification, educational public policies of regression, in addition to excessive work. The suffering is present in daily life and worsens at various moments such as strikes and telework, generating an impact on the senses of work. We understand that the analysis of experiences of suffering at work cannot disregard the context of regression in social rights based on a neoliberal and ultraconservative policy that guides public policies as well as threatens the democratic rule of law (DOURADO, 2019).We emphasize, from the narratives, the recognition, on the part of colleagues and students, as having an indispensable place in the resignification of suffering, because it has the symbolic power to subjectively mobilize affirming trust and self-esteem (DEJOURS, 2013). Furthermore, in the narratives, pleasant practices like studying, planning activities, being in the classroom, the sense of collectivity, relationships of affection, the engagement related to the production of knowledge and the social place of history teaching, generate a realistic hope (FREIRE, 2000) and pleasure acting in the resistance of the worker (DEJOURS, 1992). In addition, in the narratives, pleasant practices like studying, planning activities; being in the classroom; the sense of collectivity; relationships of affection; the engagement related to the production of knowledge and the social place of history teaching, generate a realistic hope (FREIRE, 2000) and pleasure acting in the resistance of the worker (DEJOURS, 1992). We understand that historical science can play a guiding role in contemporary history through historical consciousness (RÜSEN, 2001, 2007). Historical awareness is a place of historical learning and formation for citizenship (FREIRE, 2003). Therefore, we understand the existence of a double dimension in pedagogical work: related to education as a commodity, immersed in bureaucracies, conflicts, sufferings, and as a rewarding praxis allied to the production of historical knowledge. Therefore, given the objectives of this Thesis, we glimpse the social place of relevance of history teaching, not only for the historical learning of students, but as a provocateur of senses in the teacher's work.