Territórios da docência: distorção entre áreas de atuação e de formação acadêmica no ensino fundamental II na rede municipal de Canguçu-RS

Abstract

The dissertation aims to analyze the distribution of the teaching staff by schools and the relationship between the areas of performance and training in the final grades of Elementary School in the municipal network of Canguçu/RS, in the years 2019 to 2021. The quest to meet this The objective is structured on the prerogative that initial training compatible with the area of activity contributes to good teaching work and to the quality of teaching. There is, therefore, the intersection of the axes teaching work, teacher training and territory. For the feasibility of carrying out the study, the analysis of documents, questionnaires and interviews with professors was adopted as a methodological path for data collection. The analysis of the material was based on the categories conditions for teaching, continuing education and territory. Through the study, it was revealed that the components of greater workload in the curriculum present less deviation from function and it was portrayed that schools in the urban perimeter are constituted as the areas with the highest concentration of professionals working with greater adequate training. The research also showed that the territory is a central element for thinking about the distribution of professors and the implications arising from this distribution. It expresses the egotiations, conflicts and games of interest for the performance in a given school and in certain curricular components.