Acúmulo de cargos: professores que atuam simultaneamente na creche e no ensino fundamental, suas identidades profissionais e condições de trabalho

Abstract

The research aims to investigate the accumulation of teaching positions in the beginning of Elementary School (Nursery and Elementary School – 1st to 5th grades) in the municipal network of education in São Paulo. We intend to outline a professional profile of the teachers who work simultaneously at Nursery and Elementary School, identifying elements of identity constitution of these professionals who accumulate positions, the mutual influences and consequences of the situation of accumulation of positions to the teaching job in both positions. We also intend to describe their wage and work conditions, as well as their motivation to submit themselves to a 60-hour per week work routine on average. The research has as theoretical support: Dubar (1997), Tardif and Raymond (2000), Berger (1986), Berger and Luckman (2003), Huberman (1989), Shulman (2014), Roldão (2007), Rosemberg and Campos (1984), Rosemberg (1991, 2002, 2011 and 2013), Barbosa (2010), Gomes (2015), Tristão (2016), Duarte (2012), Falk (1997), Marturano (1984, 2011 and 2013), Giovanni and Guarnieri (2012) Freire (1993), Arroyo (2000) and Tardif (2014). It is characterized as qualitative research, accomplished by means of the analysis of documents, online forms answered by 17 teachers that accumulate positions in one of the schools of the municipal network of education in São Paulo, and individual intensive interviews with 05 of these teachers. Data collected was presented in synthesis charts and tables. The results obtained allowed us to confirm the research hypothesis that the teachers’ search for the accumulation of positions is firstly due to financial need, then to the identification with the teaching job. The accumulation of positions interferes in the quality of the work with children, once the workload is amplified considerably and the planning and acting in both classes present very diverse requirements. That is, the teaching practice conducted in different equipment interferes in the teacher’s identity and practice, and influences their teaching job in both classes. The teachers who accumulate positions in Nursery and the first grades of Elementary School report a work life made of relationships with colleagues, superiors, students, parents, in work situations marked by difficulties and challenges that lead to physical and mental exhaustion. Furthermore, they live a process of socialization and construction of professional identity linked to situations and relations with others and themselves, which are always rushed and not deepen enough, with a routine marked by the constant change of scenarios and partners. In conclusion: none of the teachers clearly manifested their professional identity. The accumulation of positions has negative implication in the teachers’ physical and emotional health, as well as in the quality of work. So, it is necessary to reconsider this institutional mechanism useful to accommodation and attendance of the school demands, but at the same time a mechanism that is transformed to an instrument of fragility of the teaching job, undermining the teachers’ practice and political position, as well as their personal life and health. It is urgent to seek for a careful equilibrium between the need of financial balance, the workload, the quality of life and the availability of time for the professional improvement and the necessary leisure