Letramento docente e as balizas do mundo do trabalho: uma proposta de formação profissional emancipatória

Abstract

The professional devaluation of teachers brings to light a context of dismantling of the Brazilian educational system within a successive process of changes in the world of work and in the literate practices of teachers. In this sense, the general objective of this research is to relate teacher literacy to the context of teachers, analyzing it as a tool for exercising these professionals' autonomy. Teacher literacy and the world of work in the school environment are delimited as an object of research. The research method applied was historical-dialectical materialism. This is a qualitative study, which uses the following data collection instruments: literature review, questionnaire and focus group. The questionnaire was applied via an online platform, and the focus group was conducted when the educational product was applied. The literature review was undertaken on two fronts, namely: the first focuses on approaches related to the world of work, supported by Antunes (2009), Frigotto (2009), Marx (2013), Saviani (1991, 2007) , Silva (2020), among others; the second is based on issues of teacher literacy, as well as its relationship with the omnilateral training of teachers and was founded on Street (1984, 2003, 2014), Bakhtin (2006) Kleiman (1995, 2003, 2005) ), Soares (2009), Lankshear and Lawler (1987), among others. For data analysis, a qualitative approach was used in the light of Bodgan and Biklen (1982), Triviños (1987), (Flick 2013), Debus (1987), among others, with a historical materialist focus. The analysis of this corpus allows us to point out that: i) work is a fundamental component of man as a social being; ii) the historical constitution of education and the world of work is based on praxis; iii) teaching work under the aegis of capitalism goes through a process of precariousness; iv) the ideological rather than autonomous literacy model is the most coherent in the context of teaching work; v) the loss of teaching autonomy is the first step towards the loss of professionalism and consequent proletarianization of teachers; vi) literacy is an instrument to rescue the teacher's autonomy; vii) teacher training for the context of omnilaterality must be guided by the ontological principles of work; viii) most of the research subjects are aligned with autonomous literacy; ix) most of the research subjects are considered reflective professionals rather than professionals who maintain critical distance. As an educational product, an extension course of the initial and continuing education type was designed and carried out for the qualification of teachers regarding approaches to teacher literacy and changes in the world of work.