POLÍTICAS DE FORMAÇÃO DE PROFESSORES E DOCÊNCIA NO ENSINO MÉDIO BRASILEIRO

Abstract

The text discusses the relations between the main policies of teacher training and precariousness of work conditions for teachers in Brazilian high schools, considering the context of productive restructuring most heavily installed in Brazil beginning in the 1990s. Construction of this text is the result of a bibliographical and document research in which we try to understand the main determinations placed on teacher training are since the approval of the current Law of Directives and Bases of National Education (LDB - Law nº 9.394/1996). Discussions showed that despite advances proposed by current legislation, there is still a need to invest in implementation of policies that integrate training, career, remuneration and decent working conditions. In addition, the existence of different types of teacher training organization has been registered, as well as a diversity of institutions that have contributed to the precariousness of teaching work. In contrast, the teacher can also become a new type of intellectualized worker, potentializing the possibility of the teacher training himself against the hegemonic perspective, dominating beyond the knowledge required by capital, those that allow him to have a critical understanding of the world and the social relations and production under the aegis of capital.

Keywords

• Teacher training. Work conditions. High school.