Mestrado em Educação

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    Reforma no trabalho docente : os efeitos da lei 13.415/2017 na rede estadual de ensino médio do Espírito Santo
    (Universidade Federal do Espírito Santo, 2024-06-28) Lyrio, Anderson Santos; Co-orientador1; https://orcid.org/; http://lattes.cnpq.br/; Co-orientador2; https://orcid.org/; http://lattes.cnpq.br/; Co-orientador3; https://orcid.org/; http://lattes.cnpq.br/; Co-orientador4; ID do co-orientador4; Lattes do co-orientador4; Orientador1; https://orcid.org/; http://lattes.cnpq.br/; Orientador2; https://orcid.org/; http://lattes.cnpq.br/; https://orcid.org/; http://lattes.cnpq.br/; 1º membro da banca; https://orcid.org/; http://lattes.cnpq.br/; 2º membro da banca; https://orcid.org/; http://lattes.cnpq.br/; 3º membro da banca; https://orcid.org/; http://lattes.cnpq.br/; 4º membro da banca; http://lattes.cnpq.br/; 5º membro da banca; https://orcid.org/; http://lattes.cnpq.br/; 6º membro da banca; https://orcid.org/; http://lattes.cnpq.br/; 7º membro da banca; https://orcid.org/; http://lattes.cnpq.br/
    This study proposes to analyze the conditions of teaching work in two schools of the state education network in Espírito Santo with the implementation of the New High School (NEM) Law No. 13,415/2017 (Brazil 2017). The dissertation builds on the discussions produced by the Center for Studies and Research in Educational Policies of the Federal University of Espírito Santo (Nepe/UFES) with the research "Policies for High School in Espírito Santo: models of provision, structural conditions, and public action." This dissertation aims to investigate the reality of teaching workers, focusing on the experiences lived in two schools of the state network of Espírito Santo. The guiding questions were: How do these local actors implement Law No. 13,415/2017 in the school where they work? What are the effects of the law on the conditions of professional practice? What meanings and significances does the law present to these workers? Therefore, we start from the hypothesis that the NEM intensifies and precarizes the teaching profession and career by diverting teachers' training to work with curricular components unrelated to their initial training. The research is qualitative, using the following methodological instruments: document analysis of the implementation of training itineraries during the Covid-19 Pandemic; the network supply map showing intense expansion of Full-Time schooling without ensuring adequate working conditions for teachers; the observation of two schools; and the analysis of questionnaires applied to teachers. The data reveal a large volume of creation of elective quarterly subjects; loss of jobs due to reduced workload and subjects when comparing curricular organizations; lack of dialogue in implementing the NEM as depicted by the surveyed teachers, among others. The research data confirm our hypothesis that the reform deepens the precarization of teaching work as it results in a loss of workload, work with subjects unrelated to the teacher's initial training, and excessive need for planning of elective subjects