Trabalho docente nas escolas do programa ensino integral do estado de São Paulo e possíveis relações com as dimensões do clima escolar (2018-2024)

Abstract

This dissertation regards the theme of teaching practice in schools of the Full-Time Education Program within the state of Sao Paulo. The problem which motivated the investigation was the following: how are school climate and teaching work related in such schools? Thus, the general objective was to map the main characteristics of teaching work in PEI schools, in order to understand the relationships between school climate and teaching work in this specific context. The specific objectives were: to survey the PEI regulations in relation to teaching work; to characterize various aspects related to teaching work in schools of this program; and to relate these aspects to the factors that make up the school climate. This is a bibliographic study, in the time frame from 2018 to 2024, in the digital databases SciELO (Brazil), the Brazilian Digital Library of Theses and Dissertations – BDTD, CAPES Portal and the Google Scholar search engine. Thus, it was possible to produce a summary on the relationship between school climate and teaching work in those schools that can contribute both, to advances in studies on school administration and to enlarge knowledge about the teachers’ life quality in this specific context. In order to understand the configuration of teaching work, content analysis was used using the MAXQDA 22 software. This tool allows an in-depth exploration of the selected texts, allowing the visualization and organization of information in an adequate manner. Through this analysis, graphs and tables were generated that illustrate the main trends and categories emerging from the data. The incidence of codes, which is presented in the fifth part of this dissertation, provides a comprehensive understanding of the aspects of teaching work, highlighting both the difficulties and the potential faced by educators. This systematic approach aimed at enriching the academic debate on Teaching Work in the context of full-time schools, a topic that is still little explored, and, possibly, contribute to improving this work, considering the school climate and the quality of life and work of teachers, in addition to improving teaching-learning processes.