Sequestro da docência: precarização do trabalho e suas implicações na atuação dos professores/monitores da Rede Pública Estadual de Alagoas (1996 a 2021)

Abstract

The present research deals with the theme of precariousness of teaching work. It historicizes educational policy, which emerged in a context of changes implemented in neoliberal-based education from the perspective of labor historiography. Its focus is on the Alagoas' experience, since the state education system has been dealing for over twenty years with a regime of temporary hiring that leads to high working hours and unstable salaries for many teachers who are dubbed as monitors. The time frame is from 1996 to 2021 and the priority subjects of the research are the teachers under temporary contracts who work in schools of the regular education system in Alagoas, seeking to understand this universe of roles that the teachers who integrate the basic curriculum of Alagoas education play. As a central problem of the research we have the following question: how does the configuration of the precariousness of teaching work affect the political-pedagogical practice of teachers/monitors in public schools in the Alagoas State Education system? The bibliographic body dialogues, among others, with the studies of Antunes (2009; 2017) on sociology of work, new morphology of work, work and centrality, working class; Lessa (2011), when discussing Capital and the state, social welfare and work; Mészáros (2002; 2008), structural crisis of capital, education and capital; Tardif (2003; 2014) and his approach to teaching knowledge and teaching work. The research has as primary sources official written documents such as the notices of selection of hired teachers as well as laws governing these contracts. The Constitution of 1988, the Law of Lines of Direction and Bases of the Education of 1996, the Statute of the Magisterium and the Unified Legal Regime of Alagoas, served to carry out an analysis between the devices placed in the notices for teachers and what the current legislation says, thus realizing the possible absence of guarantee of rights for teachers under contract. The research is relevant to the education of our state, as it contributes to the unveiling of how the situation of temporary contracts and their possibilities in the performance of teachers who make up the staff of educators in the state system, leading us to reflect on the working conditions to which they are subjected over the years.