A precarização da formação de professores para a Educação Básica no Instituto Federal de Ciência, Educação e Tecnologia Do Acre – Campus Cruzeiro do Sul

Abstract

The thesis examines the precariousness of teacher training in the course of bachelor’s degree in Mathematics in the Federal Institutes of Education, Science and Technology, bounded to the IFAC in Cruzeiro do Sul. (Acre-Brasil). Fits in the effort to discuss the amazon challenge of training teachers in these institutions. The Federal Institutes of Education are gathered together in this set of policies that attempt to tone socially development policies and income guided by ideologies that give body to the neoliberal superstructure. The policy implemented by the Federal Institutes is linked to "attempt to rejuvenation" of neoliberal principles, through the new developmentalism, on neoassistencialism and neoinstitucionalism. In addition, there is a focus of the educational policies to mitigate the internal conflicts established by productive and financial circuits of Capital and the constant flexibility of educational institutions to offer a light training. The central problem is to analyze what mechanisms and processes cause the precariousness of teacher training at the Federal Institute of Acre - Campus Cruzeiro do Sul. Thus, with respect to the methodological aspects, the present research is built on a qualitative approach (STAKE, 2011, GiBBS, 2009, RICHARDSON, 2010), including the accomplishment of a literature review and documentary analysis, supplemented by conducting a case study (YIN, 2010), from the collection of empirical data. It assumes that the analytical assumptions of Historical Materialism as a way of understanding of the object and the reality. It is believed that the historical and dialectical categories: praxis, the totality, mediation, contradiction and historicity contribute to the analysis of educational policies. In addition to these core categories, we work and the precariousness of training as categories of analysis. Subjects in this study were 13 teachers and 3 technicians that act/acted in degree in Mathematics, 10 students and 16 students in the course. The data collected were organized, processed and analyzed using the software for analysis of qualitative research NVivo 11 Starter for Windows and, also, in the assumptions of content analysis, following the roadmap proposed by Bardin (2011) and the Thematic Content Analysis-categorical (GUERRA, 2014). We conclude that this institutional - Federal Institutes - has resulted in several processes such as: career precarious, verticalization of work, increasing labor intensity, decrease the time of rest, the incorporation of a greater quantity of labor by increasing the magnitude of complexity of the work day and flexibility of action faculty. Such processes, in the case studied, if deepened due to conditions for the creation of this institution without any previous experience. Thus, the precariousness of the training of teachers in the IFAC - Campus Cruzeiro do Sul is a realisation of this institutional framework, and has several elements such as: the precariousness of the training of trainers, the absence of continuous training of teachers, trainers, the disarticulation between the IFAC and schools of basic education, the turnover, the structural problems, stage disorganized, teaching practices without theoretical-practical goals, verticalization of work, work overload of teacher trainers, multiplicity of tasks that generate a disruption of the triad teaching, research and extension in the training of teachers for basic education.