Suchergebnisse

O presente trabalho integra uma pesquisa sobre a produção de sentidos subjetivos dos professores frente às adversidades da profissão e apresenta resultados do seguinte objetivo: identificar expectativas, realizações e frustrações dos professores referentes à sua escolha profissional e perspectivas de futuro. A articulação entre esses dois enfoques constitui-se em um tema desafiador considerando-se a complexidade do contexto educacional, possibilitando aprofundar a compreensão sobre o processo de aprendizagem docente e desenvolvimento profissional. O tema é abordado na perspectiva da Teoria da Subjetividade, de González Rey, sendo a subjetividade definida como um sistema complexo, singular e contraditório, que se constitui no curso da história de vida de cada pessoa e está em constante movimento a partir da contínua e processual produção de sentidos subjetivos. A pesquisa orientou-se a partir dos pressupostos da Epistemologia Qualitativa, proposta pelo mesmo autor, na qual a construção empírica e teórica se caracteriza pelo caráter construtivo-interpretativo das informações, pelo processo dialógico e pela legitimação dos casos singulares como instância de produção do conhecimento científico. Participaram da pesquisa onze professores do Ensino Fundamental de uma escola pública de Palmas–TO. Os procedimentos metodológicos adotados foram observações, entrevistas, discussões em grupos, produção de texto e complemento de frases. Em relação à escolha profissional dos professores, identificamos três motivos: influências da família, falta de oportunidades de trabalho em outras áreas e opção pessoal pelo magistério. Tais motivos articulavam-se de maneira complexa e dialética com as perspectivas de futuro na profissão: parte do grupo gostaria de atuar em outras áreas na educação, alguns sentiam-se realizados e outros queriam mudar de profissão. Concluímos que o processo de escolha profissional e a singularidade da história de vida são fatores que também interferem na maneira como os professores vivenciam seu cotidiano e como se posicionam frente à opção pessoal de permanecer ou desistir da docência.

Esta pesquisa teve como objetivo identificar e comparar as representações de professores e de seus respectivos alunos (com e sem dificuldade de aprendizagem) sobre o processo de ensino e aprendizagem. Buscamos verificar em quais aspectos as representações de alunos e professores se correspondem e se elas se diferenciam entre alunos com e sem dificuldades de aprendizagem. A coleta de dados foi organizada por meio de uma entrevista semiestruturada, contendo 15 questões abertas para professores e alunos. Participaram deste estudo 20 professores e 40 alunos (sendo 20 com dificuldade e 20 sem dificuldade de aprendizagem) do 5º ano do Ensino Fundamental da rede municipal de uma cidade da região Metropolitana de Campinas. As respostas das entrevistas foram categorizadas e analisadas através do teste exato de Fisher, Qui-Quadrado e de Proporções. O nível de confiança foi de 95%. Os resultados demonstraram que professores e alunos apresentam uma visão parcial dos fatores envolvidos no processo de ensino e aprendizagem. O aprender, tanto para professores quanto para alunos, é sinônimo de ausência de erros, sendo um processo individual e não social. Professores e alunos sem dificuldades representam positivamente o ambiente da sala de aula, diferentemente dos alunos com dificuldades.

Educação do Campo e material didático: uma análise de livros didáticos de História Neste artigo, o objetivo é analisar Livros Didáticos de História (LDH) utilizados no Ensino Fundamental (6º ano) em escolas do campo situadas no município de Tocantinópolis-TO. Considerando que a formação na perspectiva da Educação do Campo possibilita reconhecer e valorizar os saberes e a cultura, buscando a emancipação dos camponeses, o estudo do material didático selecionado compreende uma análise dos seguintes elementos das obras: (1) conteúdos; (2) atividades; (3) interação professor-aluno; e as (4) imagens. A pesquisa é de natureza bibliográfica, de abordagem qualitativa. O corpus é constituído por dois LDH: um produzido para o Programa Escola Ativa e, outro, destinado às escolas situadas no meio urbano, mas adotado também por escolas do campo do contexto da pesquisa. Tendo em vista a realidade das escolas do campo e do contexto social, político e econômico em que vivem os camponeses, o estudo revelou que apenas um dos LDH analisados atende aos princípios defendidos pela Educação do Campo. Palavras-chave: Livro Didático, História, Educação do Campo. ABSTRACT. In this paper, the aim is to analyse history textbooks (LDH) used by Elementary School (6th grade) in rural schools located in the municipality of Tocantinópolis-TO. Considering that the training in the Rural Education perspective has made it possible to recognize and value knowledge and culture, seeking the emancipation of the peasants, this investigation of the selected teaching material includes an analysis of the following elements of the textbooks: (1) contents; (2) activities; (3) teacher-student interaction; and (4) images. The research is of bibliographic nature and qualitative approach. The corpus consists of two LDHs: one produced for the Programa Escola Ativa and another for schools located in urban areas, but also used in the rural schools of research context. In view of the reality of rural schools and the social, political and economic context in which the peasants have lived, the research results have revealed that only one of the LDHs analyzed follows the principles defended by Rural Education. Keywords: Textbook, History, Rural Education. Educación Rural y material didáctico: un análisis de libros didácticos de Historia RESUMEN: En este artículo, el objetivo es analizar Libros Didácticos de Historia (LDH) utilizados en la Enseñanza Fundamental (6º año) en escuelas rurales situadas en el municipio de Tocantinópolis-TO. Considerando que la formación en la perspectiva de la Educación Rural posibilita reconocer y valorar los saberes y la cultura, buscando la emancipación de los campesinos, el estudio de material didáctico seleccionado comprende un análisis de los siguientes elementos de las obras: (1) contenido; (2) actividades; (3) interacción maestro-alumno; y las (4) imágenes. La investigación es de naturaleza bibliográfica, de abordaje cualitativo. El corpus está constituido por dos LDH: uno producido para el Programa Escola Ativa y, otro, destinado a las escuelas situadas en el medio urbano, pero adoptado en escuelas rurales del contexto de la investigación. En vista de la realidad de las escuelas rurales y del contexto social, político y económico en que viven los campesinos, el estudio reveló que sólo uno de los LDH analizados atiende a los principios defendidos por la Educación Rural. Palabras clave: Libro Didáctico, Historia, Educación Rural. ; ABSTRACT. In this paper, the aim is to analyse history textbooks (LDH) used by Elementary School (6th grade) in rural schools located in the municipality of Tocantinópolis-TO. Considering that the training in the Rural Education perspective has made it possible to recognize and value knowledge and culture, seeking the emancipation of the peasants, this investigation of the selected teaching material includes an analysis of the following elements of the textbooks: (1) contents; (2) activities; (3) teacher-student interaction; and (4) images. The research is of bibliographic nature and qualitative approach. The corpus consists of two LDHs: one produced for the Programa Escola Ativa and another for schools located in urban areas, but also used in the rural schools of research context. In view of the reality of rural schools and the social, political and economic context in which the peasants have lived, the research results have revealed that only one of the LDHs analyzed follows the principles defended by Rural Education. ; ABSTRACT. In this paper, the aim is to analyse history textbooks (LDH) used by Elementary School (6th grade) in rural schools located in the municipality of Tocantinópolis-TO. Considering that the training in the Rural Education perspective has made it possible to recognize and value knowledge and culture, seeking the emancipation of the peasants, this investigation of the selected teaching material includes an analysis of the following elements of the textbooks: (1) contents; (2) activities; (3) teacher-student interaction; and (4) images. The research is of bibliographic nature and qualitative approach. The corpus consists of two LDHs: one produced for the Programa Escola Ativa and another for schools located in urban areas, but also used in the rural schools of research context. In view of the reality of rural schools and the social, political and economic context in which the peasants have lived, the research results have revealed that only one of the LDHs analyzed follows the principles defended by Rural Education. ; RESUMEN: En este artículo, el objetivo es analizar Libros Didácticos de Historia (LDH) utilizados en la Enseñanza Fundamental (6º año) en escuelas rurales situadas en el municipio de Tocantinópolis-TO. Considerando que la formación en la perspectiva de la Educación Rural posibilita reconocer y valorar los saberes y la cultura, buscando la emancipación de los campesinos, el estudio de material didáctico seleccionado comprende un análisis de los siguientes elementos de las obras: (1) contenido; (2) actividades; (3) interacción maestro-alumno; y las (4) imágenes. La investigación es de naturaleza bibliográfica, de abordaje cualitativo. El corpus está constituido por dos LDH: uno producido para el Programa Escola Ativa y, otro, destinado a las escuelas situadas en el medio urbano, pero adoptado en escuelas rurales del contexto de la investigación. En vista de la realidad de las escuelas rurales y del contexto social, político y económico en que viven los campesinos, el estudio reveló que sólo uno de los LDH analizados atiende a los principios defendidos por la Educación Rural. ; ABSTRACT. In this paper, the aim is to analyse history textbooks (LDH) used by Elementary School (6th grade) in rural schools located in the municipality of Tocantinópolis-TO. Considering that the training in the Rural Education perspective has made it possible to recognize and value knowledge and culture, seeking the emancipation of the peasants, this investigation of the selected teaching material includes an analysis of the following elements of the textbooks: (1) contents; (2) activities; (3) teacher-student interaction; and (4) images. The research is of bibliographic nature and qualitative approach. The corpus consists of two LDHs: one produced for the Programa Escola Ativa and another for schools located in urban areas, but also used in the rural schools of research context. In view of the reality of rural schools and the social, political and economic context in which the peasants have lived, the research results have revealed that only one of the LDHs analyzed follows the principles defended by Rural Education.

Background: The study of the history of mathematics teaching can be approached from different perspectives, defining contours from which the researcher performs the analysis focused on a process characterised by continuity, or by adopting periodisation. Objective: In this article, we seek to conduct a study based on the delimitation of periods, according to Le Goff's (2014) argument, and in the light of the depth hermeneutics, based on Thompson (2011). Design: Given the premises above, we conducted a documentary analysis of two historical processes within the scope of mathematics teaching, one focusing on the municipal public schools of Canoas, and the other on a technical course in chemistry of a school in the city of Novo Hamburgo, both in the state of Rio Grande do Sul. Setting and participants: A timeline with conspicuous events used to periodicise both historical processes analysed by the authors. Data collection and analysis: Analysis of documents relevant to the history of the technical school investigated and education in the municipality of Canoas. Results: In both cases, it was possible to characterise the historical processes in periods based on events and official documents that generate changes in mathematics teaching. Conclusions: The historical processes analysed are characterised by ruptures resulting from changes, especially in the legislation, both in the municipal public network and in the technical education institution researched, enabling the realisation of changes and the characterisation of distinct periods, with their nuances.

Background: The Curriculum Reorientation Movement proposed by educator Paulo Freire and carried out in the city of São Paulo, from 1989 to 1992, when he was secretary of education, was an educational management experience that, by developing a public policy for the production of curriculum documents for primary schools, recognized the key position of the teacher's work at school and moved it to the center of the discussion process, inaugurating a dynamic of dialogue and reflection that had not been experienced so far. Objective: To think and discuss about which has been the place for teaching work in the curricular policies, as well as its effects on the teaching profession and identity. Design: a part of a research already completed, for which documents, interviews and the analysis of the relevant bibliography were taken as the basis for taking and analyzing data from the investigated process. The documents are all those prepared by the management to conduct the curriculum policy in question; Among the interviewees, a small group composed of different actors involved in the curriculum reorientation process (manager, specialist technician, pedagogical advisor and teacher) was used to compose a panel of points of view of the different subjects responsible for the formulation, mediation and execution curriculum policies in schools; and by the bibliographical research. Setting and participants: Although the interviews do not explicitly constitute the cut that originated this text, some of the curricular policy makers and also mathematics teachers who worked in public schools in São Paulo at the time were interviewed. Data collection and analysis: The documents analyzed were obtained from the Memory Center of the Municipal Education Department of São Paulo. The analysis allowed us to identify a set of documents that led to curriculum reorganization. We identified, in documents, interviews and bibliographical research, how teachers participated in the curriculum development process. Results: The "non-place" given to teaching work in the prescriptive curricular policies, such as the BNCC, actively produces the teaching work as fragile, inconsistent, ineffective, and inefficient, weakening it and favoring its deprofessionalization. This weakening of the teaching work, actively produced, is used, as in a cycle, to justify more centralized, more prescriptive, and more authoritarian curricular policies. Conclusion: a democratic experience in curriculum policy can reaffirm the autonomy, authority and otherness of teachers. Freire's curriculum policy, despite its limits and obstacles, presented itself as capable of promoting and expanding the spaces for its collective and authorial participation and construction.

This paper examines contemporary modes of incorporation of teaching in high school in Brazil. Is serving as inspiration of Foucault's analytic theories, it was considered as a condition of possibility for the centrality of techno-scientific knowledge and the advent of the conditions of cognitive capitalism and entering the teaching profession within the plots of contemporary bio-economy. We examine this text one of the technologies of government that lead to contemporary teaching in this stage of Basic Education: interactivity as a way of thinking. The deployment of this technology suggests the creation of interactive teaching, become effective from a pedagogical action politically useful and economically productive. In this sense, learning network, the future as something immediate and interactive professionalism are some of the strategies deployed technology within this government. The consideration of teachers as a public as well as the multiplication of meanings related to the learning society, leading to production of "pedagogy of connection" that in this analysis, the formation of Teaching excel with specific conditions to think, act and communicate . Finally, this article defends the view that interactivity operates as a technology of government optimizing the constitution of contemporary teaching in high school in Brazil.

The social representations (SR) of wear in teaching are investigated according to the dimensional
approach of Moscovici. Information was collected through interviews (N = 38) with a screenplay written based
on runs of successive evocations raised in the previous phase of research on the wear in teaching. The interviews
formed a corpus, analyzed for their contents with the aid of the software Alceste: the corpus symbolism pointed
out the missing class family, education and appreciation of the classroom. Analysis of the data reveals an RScentered recognition of teaching, moving between plans domestic, social and classroom.

This article aims to disseminate part of the results of an investigation about the organization of a philosophy teaching proposed in the inter and transdisciplinary perspectives. It was a question of how this teaching was being organized in a particular educational unit. Thus, to investigate this problem, a qualitative descriptive research was carried out. The methodological course was constituted by theoretical investigation and incursion into the field. The first stage consisted of bibliographical research and documentary analysis. The second was to observe the organization of teaching in the classroom. The analysis of data was used as the data analysis technique. The issues discussed in this article refer to the set of classes in which the knowledge problem was addressed. It was concluded that the characteristics of the teaching observed, with respect to the problematic in question, allow to consider it a "modest" school multidisciplinarity.

Os autores, por meio de um recorte histórico, apresentam um estudo de caráter bibliográfico, a partir do qual analisam o ensino brasileiro, ao focalizar especialmente a proposta de reforma educacional realizada por Marquês de Pombal. Nessa análise, apontam para as conseqüências da proposta pombalina para a educação brasileira e portuguesa, em cujo contexto social estavam presentes idéias absolutistas, de um lado, e idéias iluministas inspiradoras de Pombal, de outro lado. Os estudos estão centrados na fase governativa de Pombal, isto é, como ministro da Fazenda do rei D. José I e, como tal, buscou empreender reformas em todas as áreas da sociedade portuguesa, inclusive atingindo o Brasil como colônia, visando dar-lhe uma unidade. A análise crítica converge para a afirmação de que a reforma pombalina foi desastrosa para a educação brasileira e, em certa medida, também para o sistema educacional português. Tal afirmação está fundamentada na seguinte questão - destruição de uma organização educacional já consolidada e com resultados seculares dos padres da Companhia de Jesus, ainda que contestáveis do ponto de vista social, histórico, científico, sem que ocorresse a implementação de uma nova proposta educacional que conseguisse dar conta das necessidades sociais. Portanto, a crítica que se pode formular, nesse sentido, e que vale para o momento atual de nossa sociedade, está relacionada às freqüentes descontinuidades das políticas educacionais. No entanto, torna-se necessário enfatizar que a substituição da metodologia eclesiástica dos jesuítas pelo pensamento pedagógico da escola pública e laica marca o surgimento, na sociedade, do espírito moderno. ; The authors center on a historical period to present a study of bibliographical character, on which basis they analyze education in Brazil by focusing specifically on the proposal for educational reform made by the Marquis of Pombal. Along the analysis they point to the consequences of the Pombaline reform to Brazilian and Portuguese education, whose social context included, on the one hand, Absolutist ideas, and on the other, the Enlightenment ideas that inspired Pombal. The studies concentrate on Pombal's period in government, namely when he, as Ministry of the Treasure of King José I, tried to carry out reforms in all areas of the Portuguese society, affecting Brazil as a colony, in an attempt to give it unity. The critical analysis converges to the conclusion that the Pombaline reform was disastrous for Brazilian education and, to a certain extent, also to the Portuguese education system. This assertion is based on the following issue: the destruction of the time-honored, consolidated - albeit questionable from social, historical, and scientific viewpoints - educational organization of the Jesuit priests, without the implementation of a new educational proposal capable of coping with societal needs. Therefore, the criticism that can be formulated here, and that is valid for the current moment of our own society, relates to the frequent discontinuities of the educational policies. However, it must be emphasized that the substitution of the ecclesiastical methodology of the Jesuits by the pedagogical thinking of the public, lay school signals the arrival, in that society, of the spirit of Modernity.

Background: The training of teachers who teach mathematics is surrounded by knowledge that changes over time. These changes are for several moments mobilized by specialists, in this context, the official documents are possible historical sources for reading and analyzing changes. Objective: To analyze the systematizations of a "Geometry for teaching" put into circulation for the training of teachers, at the end of the 19th century, in Rio de Janeiro, at this time the Republic, by professors Amélia Fernandes da Costa, Luiz Augusto dos Reis and Manoel José Pereira Frazão, appointed by the republican power for the mission of pedagogical studies in Europe. Data collection and analysis: Data were collected from the travel records of commissioners, and also from publications in educational, analysed from the perspective of Cultural History. Design: Use for the study the official reports found by the documents and Revista Pedagogica, printed for teachers, these documents, acquired or accumulated by the specialists in question, were solved and problematized following the following investigation steps: recompilation of teaching experiences; comparative analysis of teachers' knowledge; analysis of systematization and use of knowledge as knowledge (Valente, 2018; 2020). Setting and Participants: It is a historiographical study in documents. Results: An analysis of the sources revealed that the performance of the documents, as well as their active participation in political issues and primary education, the recognition of peers, a call from the State for the pedagogical trip and the consequent responsibility to produce an official report, placed them in the category of Experts, thus allowing us to qualify them and put into circulation a proposal for a new "Geometry for teaching", characteristic of intuitive times, and against the previous proposal. Conclusions: The "Geometry for teaching" put into circulation, should be mobilized by teachers in close relationship with Design and Handicrafts and was not structured as a subject in primary school.

In Brazil, teachers act in their profession even in the face of possible gaps in initial and continuing education, remuneration and working conditions, sometimes improper, which make this career challenging. It is also known that these problems are old and as much as there are regulations such as the Federal Constitution of 1988 (CF), the Law of Directives and Bases of Education of 1996 (LDBEN), the National Education Plan 2014-2024 (PNE) and many others, the teacher of Basic Education in Brazil has a devalued career and that, therefore, can lead to discouragement. The teaching professional can modify the lives of students, and this effect needs to be valued by public policy authorities in order to reflect effective changes for their better training and greater appreciation. In this perspective, these actions are consistent with the importance that these professionals have in Education. Therefore, this work aims to contemplate historical aspects of development of the teacher training process, as well as its valorization. In addition, some nuances of the political aspects of the Legislation are presented, as well as some authors who approach the theme and who meet current problems and perspectives. This is a qualitative research in which the data was collected through bibliographic and documentary analysis. Finally, it is concluded that both society and the competent government agencies must monitor compliance with the LDBEN, so that the goals of the PNE are achieved. ; No Brasil, o docente atua em sua profissão mesmo diante de possíveis lacunas na formação inicial e continuada, de remuneração e condições de trabalho, por vezes impróprias, que tornam essa carreira desafiadora. Sabe-se que esses problemas são antigos e por mais que se tenham normativas como a Constituição Federal de 1988 (CF), a Lei de Diretrizes e Bases da Educação Nacional de 1996 (LDBEN), o Plano Nacional de Educação 2014-2024 (PNE) e tantos outros, o professor da Educação Básica no Brasil tem uma carreira desvalorizada e que, por conseguinte, pode levá-lo ao desestímulo. O profissional docente pode modificar a vida de estudantes, e esse efeito precisa ser valorizado pelas autoridades das políticas públicas de forma a refletir mudanças efetivas para sua melhor formação e maior valorização. Nessa perspectiva, essas ações ficam consoantes com a importância que esses profissionais têm na Educação. Destarte, esse trabalho tem como objetivo contemplar aspectos históricos de desenvolvimento do processo de formação do professor, bem como sua valorização. Ademais, são apresentadas algumas nuances dos aspectos políticos da Legislação e de alguns autores que abordam a temática e que vão ao encontro dos problemas e perspectivas atuais. Esta é uma pesquisa qualitativa na qual os dados foram colhidos através de análise bibliográfica e documental. Por fim, concluiu-se que tanto a sociedade como os órgãos competentes devem acompanhar o cumprimento da LDBEN, a fim de que as metas do PNE sejam alcançadas.

Na perspectiva da saúde coletiva, objetivou-se analisar como se processa, na contemporaneidade, o ensino de educação em saúde em cursos de graduação em Enfermagem. As instituições de ensino foram selecionadas de maneira a representar o setor público e o privado. Os sujeitos, docentes responsáveis pelo desenvolvimento da temática, foram identificados a partir da indicação dos coordenadores dos cursos. Desenvolveu-se pesquisa de caráter exploratório-descritivo-analítico, com abordagem qualitativa, que se utilizou de análise documental, de entrevista semiestruturada, com base em roteiro, cuja análise seguiu os passos da análise de conteúdo e identificação de núcleos temáticos. Os resultados evidenciaram que o ensino desenvolvido permanece majoritariamente vinculado ao modelo biomédico preventivo, e que as concepções de educação crítica e as práticas educativas 'populares' são escassas, devido à deficitária formação política dos docentes e, mais amplamente, como consequência do enfrentamento de contexto acadêmico de implementação do ideário neoliberal. ; En la perspectiva de la Salud Colectiva, se objetivó analizar como se procesa en la contemporaneidad la enseñanza de educación en salud en cursos de graduación en Enfermería. Las Instituciones de Enseñanza fueron seleccionadas de manera a representar al sector público y al privado. Los sujetos, docentes responsables por el desarrollo de la temática, fueron identificados a partir de la indicación de los Coordinadores de los Cursos. Se realizó una investigación de carácter exploratorio, descriptivo y analítico, de abordaje cualitativo, que se utilizó del análisis documental, de entrevista semiestructurada, con base en un guión, cuyo análisis siguió los pasos del análisis de contenido e identificación de núcleos temáticos. Los resultados evidenciaron que la enseñanza desarrollada permanece mayoritariamente vinculada al modelo biomédico preventivo, y que las concepciones de educación crítica y las prácticas educativas 'populares' son escasas, debido a la deficitaria formación política de los docentes, y más ampliamente, como consecuencia del enfrentamiento de un contexto académico de implementación del ideario neoliberal. ; From the perspective of Collective Health, this study aimed to analyze how the teaching of health education in undergraduate Nursing courses is processed contemporarily. The Educational Institutions were selected so as to represent the public and private sectors. The subjects, teachers responsible for developing the theme, were identified from the indications of the Coordinators of the Courses. An exploratory, descriptive, analytical, study with a qualitative approach was developed, which utilized documental analysis and a semi-structured interview based on a script, the analysis of which followed the steps of content analysis and identification of thematic nuclei. The results showed that the teaching developed remains largely linked with the biomedical preventive model and that the concepts of critical education and 'popular' educational practices are scarce, due to the deficient political education of the teachers, and more broadly, as a consequence of coping with an academic context of the implementation of the neoliberal ideas.

Witch reflections and learning can we get in an English language internship experience in middle school? Having this question as a starting point, in this article we aim to do a reflexive study of qualitative nature about English teaching and learning mediated by discursive genres and information and communication technologies. From observation reports, we can describe and interpret an internship experience guided by a teaching proposal that links didactic sequence, webquest and technology. The research goes from studies of Gebhard (1999) and Ninin (2010) Bakhtin (1979), Marcuschi (2010), Dolz and Scheneuwly (2004), Dodge (1995) and March (2003). In methodology, the research process involved observation and data collection of 12 classes taught by teachers in early formation at UNIFESSPA, in an 8th year English class at Marabá (PA). Results show that: 1) trainees implemented a distinctive proposal that promoted magazine covers' production and dissemination, also explored mental and linguistic capacities in reading, writing and English linguistic analysis learning, mediated by technologies; 2) the observation task could exceed its initial purpose of data collection, serving as a support to the trainees work and also to the work methodology awareness for the researchers involved in this project and 3) the relevance of this experience focuses on teachers in early formation's literacy, improving and developing genrer studies for educational purposes, integrating it with technology use.

O principal objetivo deste texto é apresentar aos leitores uma análise sobre os impactos da flexibilização e da intensificação do trabalho na carreira dos professores do Brasil e de Portugal, ocorridos nos últimos 27 anos. Ainda, destacamos as principais legislações dos países que levaram à ampliação da flexibilização e intensificação do trabalho docente. Para o estudo, realizamos as pesquisas bibliográfica, documental e empírica. A coleta de dados empíricos foi realizada por meio de entrevistas semiestruturadas. Embora o Brasil, Estado de São Paulo, e Portugal possuam realidades socioeconômicas, políticas e institucionais distintas, pudemos verificar que há uma convergência entre os países em relação ao fenômeno da precarização do trabalho docente. ; The main goal of this text is to present to the readers an analysis on the impact of the work flexibilization and intensification in the career of teachers from Brazil and Portugal, which have occurred in the last 27 years. Also, we highlight the main legislation of the countries that have led to the increase of the flexibility and intensification of the teaching work. For the study we performed bibliographical, documental and empirical research. The empirical data collection was performed through semi structured interviews. Although Brazil, the state of São Paulo and Portugal have distinct socioeconomic, political and institutional realities, we can verify that there is a convergence between the countries in relation to the phenomenon of the precariousness of teaching work.

This article seeks to understand what is communicated in the narratives of teachers who work in two pilot schools of the federal government program created to implement the high school reform (Law 13.415/17) and in a private school that has been implementing the reform on an experimental basis. The analysis focuses on a conceptual perspective that aims to identify the violence that manifests itself in this new curriculum for the exercise of teaching. This is a qualitative research, based on the realization and analysis of three interviews with two teachers and a supervisor from three schools located in the state of Rio Grande do Sul. It is argued that the curriculum of the so-called New High School has produced different forms and manifestations of Curricular Violence and, for this reason, imposes obstacles to the exercise of teaching and human formation in a critical perspective. ; Este artículo busca entender cuáles son las narrativas de los maestros que trabajan en dos escuelas piloto del programa del gobierno federal creado con miras a implementar la reforma de la enseñanza secundaria (Ley 13,415/17) y en una escuela privada que ha estado implementando la reforma de manera experimental. El análisis se centra en una perspectiva conceptual que tiene como objetivo identificar la violencia que se manifiesta en este nuevo currículo para el ejercicio de la docencia. Se trata de una investigación cualitativa, basada en la realización y análisis de tres entrevistas con dos docentes y un supervisor de tres escuelas ubicadas en el estado de Rio Grande do Sul. Se argumenta que el currículo de la llamada Nueva Educación Secundaria (Novo Ensino Médio) ha producido diferentes formas y manifestaciones de violencia curricular y, por esta razón, impone obstáculos al ejercicio de la docencia y a la formación humana en una perspectiva crítica. ; Neste artigo busca-se compreender o que comunicam as narrativas de professores/as que atuam em duas escolas-piloto do programa do governo federal criado com vistas à implementação da reforma do ensino médio (Lei 13.415/17) e em uma escola privada que vem implementando a reforma a título experimental. A análise se centra em perspectiva conceitual que se propõe a identificar as violências que se manifestam nesse novo currículo para o exercício da docência. Trata-se de pesquisa qualitativa, baseada na realização e análise de três entrevistas com dois professores e uma supervisora, contemplando três escolas situadas no estado do Rio Grande do Sul. Argumenta-se que o currículo do chamado Novo Ensino Médio tem produzido diferentes formas e manifestações de Violência Curricular e, por esse motivo, impõe obstáculos ao exercício da docência e à formação humana em perspectiva crítica.