The relationships and working conditions of basic education teachers in the North of Brazil: more precarious in impoverished and indigenous territories?

• Grant number: 24/03585-4
• Support Opportunities: Scholarships in Brazil - Doctorate
• Start date: January 01, 2025
• End date: August 31, 2028
• Field of knowledge: Humanities - Education - Specific topics in Education
• Principal Investigator: Selma Borghi Venco
• Grantee: Isaac Pimentel Fernandes Sobrinho
• Host Institution: Faculdade de Educação (FE). Universidade Estadual de Campinas (UNICAMP). Campinas , SP, Brazil

Abstract

This research project aims to analyze the relations and working conditions of basic education teachers in the north of Brazil, focusing on the states of Acre and Tocantins, between 2011 and 2026. The central hypotheses are: (a) that these teachers are based in schools located in areas of greater social vulnerability, such as rural, indigenous, riverine and quilombola areas; and (b) that governors and mayors use temporary contracts as a way of attracting votes, which compromises the quality of public education. The spatial focus is based on the fact that the region is home to the highest percentage of indigenous and traditional peoples and has the lowest Gross Domestic Product (GDP) in the country. The qualitative study begins with documentary research, based on the systematization of statistical data and official documents on educational policy, particularly on forms of hiring, via the School Census (Inep), as well as career plans and other documents relating to educational policy. Then, the working conditions were captured through semi-structured interviews with these professionals, in order to understand the effects of educational policy on teachers' work. It is hoped that the results of the study will contribute to the region's education policy, in defense of a quality, socially referenced public education.Translated with DeepL.com (free version)