A profissionalidade docente do professor de filosofia : dilemas, controvérsias e contradições no ensino médio.

Abstract

The investigation carried out in this thesis concerned with the teaching professionalism in Philosophy into Brazilian Public High School, aiming at understanding its settings facing the challenges of emancipation. For this purpose, it was urged the way of this setting, as a problem of research. The theoretical and methodological parameter was constituted in a indissoluble form and no dichotomization between conception and execution of the present research, based on the investigative Marxism, especially in Gramsci, but also kept with the support of other authors who complement or propose debates related to the investigation disputes. Furthermore, the interlocutions about the theme were occurred by dialogues produced in interview with Philosophy professors with teaching experiences in State Public Schools in Pelotas city – RS about related issues to the “recognition and the qualification” – which constituted the study subject of this research. The professionalism is proposed as a term derived of – “professions” -, from polysemous nature which involves the concept, however, it is emphasized in the text as specificity of teaching practice, as well as its consequences related to emancipation. In the contextual and functional scope, it was observed the expression of a massified school scenario, just as the motivational strategies and methods created by the professors. It was still identified the precarious conditions of work related to the professionalism configurations, resulting incompatibilities about the philosophical practice. These issues related to the formative aspects into instrumental conceptions of philosophy teaching, outflow the credential weakness to the Philosophy teaching practice, the fragile and turbulent associative capacity, the teaching in a group of “lay – cult” students and the tension between the professionalism of establishment with the democratic tendency. Though, it is into the identity dimensions that it is realized the identification of professors with the teaching and the philosophy. However, the professional “reference group” shows a kind of diffuse, because these professionals assign to the philosophers at the same time that decline being compared to the last ones. Nevertheless, the exacerbation of controversies is into the paradoxical relation of philosophy related to the professions. According to this thesis is possible to realize the personal dimension which reconnect profession and vocation, developing the idea of a professor as a craftsperson. In face the objections and ambivalences set by the “Sociology of professions” does not seem to have considered and the thesis underpins that “the professionalism related to the philosophy teaching into Brazilian public high school is present in the contradictory tension between the emancipation and the professional practice”. Finally, this thesis is done under the dialectic which justifies the philosophy teaching as a profession into the temporariness of “Philosophy of Práxis” which is moved to its overcoming.