O trabalho docente em territórios de alta vulnerabilidade social: condições de trabalho, permanência e desempenho

Abstract

The purpose of this research is to investigate teachers' work in schools located in areas of high social and economic vulnerability - vulnerable schools - that serve students from families in poverty situation and social risk. The notion of territory appears as a guiding principle of the social policies from the 2000s, as a continuation of the process of targeting and rationalization of social spending started with the State reforms in the 1990s.In the case of education, we analyzed this process from the state of Minas Gerais, which in the early 2000 incorporates the notion of territory in the formulation of educational policies. A process of schools' differentiation is observed in the State, which ranks schools as vulnerable and not vulnerable, leading to questions about the features and contours of getting the teaching work in vulnerable schools. From the field research undertaken in three vulnerable public schools of Belo Horizonte it is possible to identify that teachers' working conditions in these schools present precarious features and lack of physical and educational infrastructure compared to other schools. In the category that examined the stay, we found that the time that teachers remain in vulnerable schools does not exceed, in any of the stages of Basic Education, six years, with the average of two years in some cases. The relationship with performance is conflicted, pressured by externally defined goals, teachers are not always able to achieve the standards set by the management by results.