Exonerar-se como um caminho possível: narrativas de ex-professores da rede pública municipal do Rio de Janeiro

Abstract

To understand teaching in its human and scientific complexity demands to enable it to be said (NOVOA, 1995). Studies that approach the teachers lives can help us to see the individual in relation to their own history making an intersection between their life history and the history of society (GOODSON, 1995), which reveals, therefore, the challenges that require constants choices and suggest a positioning in relation the social experience that we take part. This master thesis reunites eight teacher's narratives, including mine, from different Brazilian basic education steps that entered and got exonerated from Rio de Janeiro's public education system between 2010 and 2019. Generally, our voices are silenced about this matter and It interets few to justify this decision. In this regard, this review aimed to explore these teacher's paths, seeking to comprehend the reasons for an exoneration request. The research was based on Mikhail Bakhtin's (2011) dialogical, alteritarian and exotopic perspective through conversations by Google Meet. The use of on-line conversations as a methodological procedure was motivated by the powerful teacher's network that inspires me and has the exoneration process as a common point. Walter Benjamin's (1987, 1994, 2015) narrative, history and experience concepts also compose the research's theoretical-methodological and epistemological bases that pursued among the contemporary narratives the possibility of sharing experiences. Studying Rio de Janeiro's Municipal Secretary of Education through the perspective of those who chose to exonerate, required us to regard its complexity and to recognize the limits of this master thesis. Thereby, were mentioned: the network's structure; the main programs implemented among different scholl’s segments between 2010 and 2019; the historical strike of 2013 and issues regarding the work conditions as autonomy, gender, ongoing formation, teacher’s uneasiness, among others. The narratives shared here, in this exercise of brushing history against the grain, allow us to comprehend the impacts of educational public policies in different instances and indicate that it’s possible to rethink paths and it’s urgent to build policies and poetry that provide teachers of this network new contexts and closings unlike those that we experience.