Condições de esvaziamento docente: uma análise a partir dos microdados do Censo Escolar do Estado de Minas Gerais

Abstract

From the conception of historical-dialectical materialism, this dissertation aims to analyze the microdata from the School Census of the State of Minas Gerais in relation to the characterization of teachers in basic education, through social indicators referring to teacher training and performance in the teaching stages ranging from Education Infant-Nursery to Elementary School I, from 2010 to 2020. We sought to problematize, through the School Census microdata, how the political, social, theoretical and relational dimensions constitute facets in the process of professional emptying. It starts from the premises that the material conditions of life and the implications of work in the forms of capitalist life indicate that the objective means of production and their most varied conditions become imposed as “strange properties”, as well as a training for the The labor market produces education as a commodity and the fight against the emptying conditions linked to teacher training and performance requires awareness. To this end, the methodological procedures of the research were developed through a quantitative and qualitative design, through descriptive statistics, as well as the use of the Software tool (application) Statistical Package for the Social Sciences - statistical package for the social sciences - SPSS , as a resource. From the analysis indicators, it was obtained as a result, with regard to the characterization of the categories of gender, age, race and color, impact and define the effectiveness of a professional field (whether in the scope of initial training, continuing training or even of teaching activities) that little favors a full process of development and expansion of professionals, but, yes, can constitute and strengthen processes of emptying of meanings. As for the characterization of training, the importance of training at a higher level was reaffirmed, but the problem of education is not restricted to teacher training, so it was found that it is not enough to discuss teacher training without discussing concrete ways of making the teachings effective. goals 17 and 18 of the PNE and the real conditions of teaching work, which are often neglected in discussions or even gain derisory spaces, without due value. The characterization of the performance, however, showed that we are still far from fulfilling what was foreseen in Goal 18, of the PNE, which governs the career plans of education professionals. This scenario creates gaps that make it possible to hire professionals in a precarious way. As possible considerations, it was highlighted that teacher training and performance involved in conditions of emptying make it impossible for the teacher to have a training with a meaningful performance, which conditions that both training and performance fall into a mechanical, operational action, implying in the process of dehumanization not only of the professional, but also of their students, who are deprived of the full development of their maximum psychic abilities.