Trabalho docente: análise de indicadores educacionais na cidade de São Borja

Abstract

The teaching work progressively suffers from the social, economical, and political impacts generated by the transformations that have occurred in society, and these repercussions often intensify the worsening of conditions of the teachers' work. Considering this scenario, the present research has as its thematic the state of the teaching work in the city of São Borja. The study aims to analyze the conditions of the teaching work in the municipality, contextualizing the municipal scenario to the process of worsening of the teaching work in Brazilian basic education. Starting from the reality of the teachers in São Borja, the present research also aims to outline the profile of the teachers in the city in order to understand how the teaching staff acts in the most diverse educational spaces. The contextualization and discussion have as theoretical foundation the works of Charlot (2013), Nóvoa (1999), Saviani (2013), Gentili (1996), Esteve (2002), Bourdieu (1998), Perrenoud (2001), Gatti (2010), Imbérnon (2000), among others. For the methodology, quantitative research was used, employing the technique of analysis of educational indicators, specifically the indicator of teaching effort prepared by INEP (2020). Regarding the results, we found that most teachers work in more than one educational institution and more than one shift, having an average of 50 to 400 students. We also found that among the states that participated in the survey, São Paulo had the lowest level of teaching effort. Regarding the schools in São Borja, the Instituto Estadual Arneldo Matter showed the highest level of teaching effort for both stages of education. The schools located in the countryside of São Borja showed lower levels of teaching effort. No strong evidence was found that could affirm differences in teaching effort levels between central or peripheral schools.