SOUZA, J. H. L.; http://lattes.cnpq.br/8150274369354740; SOUZA, João Henrique Lúcio de.
Résumé:
The objective of this work is to analyze the initial training, the construction of a professional identity and the decline of working conditions (precariousness) of high school teachers in Pernambuco, focusing on the Sociology teacher, where the deepening of the precariousness process will originate the which we will call professorialization, that is, the precariousness of teaching work plus their deprofessionalization, flexibility and illness. After a brief contextualization about the insertion of this discipline in the curriculum, we mobilized the concepts of profession and the process of professorship in course to circumscribe the field of Sociology in the state public network of the municipality of Sertânia / PE. To this end, in methodological terms, the data from the School Census, produced by the National Institute of Educational Studies and Research Anísio Teixeira (INEP), and the information obtained from eighteen interviews with teachers of Sociology will be used. From this analysis, we understand that the teaching profession process of the Sociology teacher materializes in the absence of teachers trained in the area, in the lack of continuing education, in the possibility of a teacher, regardless of his area of education, teaching Sociology, in the rotation of teachers teaching Sociology classes generating a depoliticization of the discipline and the treatment given to the discipline by the schools, placing it only as a mechanism to complement the hours of teachers, characterizing the low quality in the teaching-learning process of the discipline. Professorialization is a term that we use to explain the process of teacher precariousness in addition to its “usual” characteristics. These are situations that do not affect teachers of the disciplines considered “classic” and untouchable at school, such as Portuguese and Mathematics for example.
