Precarização do trabalho docente na política de contratação temporária de professores da rede municipal de ensino de Marechal Thaumaturgo/Acre

Abstract

The thesis analyzes the policy of temporary hiring of teachers in the municipal school system of Marechal Thaumaturgo/Acre and its relationship with the precariousness of teaching work. It was developed in the Graduate Program in Education at the Federal University of Amazonas, in the line of research "Education, Public Policies and Regional Development". Based on historical-dialectical materialism, the research was based on the following research problem: how is the policy of temporarily hiring teachers related to the precariousness of teaching work in Marechal Thaumaturgo/Acre? It was guided by five specific objectives: 1) To understand the relationship between the policy of temporary hiring and the precariousness of teaching work from its contextualization with neoliberal capitalist transformations and their impacts on the world of work; 2) To discuss, historically, the constitution of teaching work and the temporary hiring of teachers in the municipal education network of Marechal Thaumaturgo; 3) Describe the precariousness of teaching work in the policy of temporarily hiring teachers in the Marechal Thaumaturgo municipal school system; 4) Characterize the teachers in the Marechal Thaumaturgo municipal school system using educational indicators from Brazilian public basic education, and 5) To debate the precariousness of teaching work through the perspectives and experiences of temporary teachers in the Marechal Thaumaturgo municipal school system. Based on the methodological procedures of bibliographical, documentary and field research as a source of empirical information, the results of data collection were used through semi-structured interviews and questionnaires with closed questions with temporary teachers. In addition to the contributions of the central historical-dialectical categories: totality, historicity, mediation, contradiction and praxis, for the systematization, analysis and interpretation of the results, the research relied on procedures from the methods of content analysis and thematic-categorical content analysis, by Bardin (2016) and Oliveira (2008), from which the central categories of analysis were derived: precariousness of work, precariousness of policy and precariousness of resources, used in the discussion. In Marechal Thaumaturgo/Acre, the policy of hiring teachers on a temporary basis is a form of hiring linked to the neoliberal political, economic and social bias of making teaching work relations and conditions more flexible, cheaper, scrapped and deprofessionalized, anchored in policies to dismantle fundamental, historically won labor rights. It is a political-administrative strategy adopted indiscriminately and repeatedly by the public administration, mediated by political and economic interests. In order to meet these interests and due to the material conditions imposed, teachers are kept permanently on a temporary basis, resulting in high contracting rates over the years (1993-2020) and being the most prevalent workforce in the municipal education area. Temporary teachers have their social, economic, identity and mental quality of life impacted by their working conditions and pay. Thus, the precariousness of teaching work, resulting from the policy of hiring teachers on a temporary basis and the lack of investment in remuneration policies, professional development and the adequacy of the school environment and support for teaching work, contributes to the intensification of precariousness.