Acolhimento, integração e socialização institucional dos docentes nos institutos federais da Amazônia ocidental

Abstract

This doctoral thesis aimed to analyze the context of the new institutional framework of the IFs, reflecting on the internal and external integration policies, seeking to identify whether there are actions related to integration and whether these contribute to teaching work within the scope of the federal institutes of the western Amazon. The study was carried out in three federal institutes in the Amazon region: Instituto Federal do Acre (IFAC) - Rio Branco campus; Instituto Federal de Roraima (IFRR) - Boa Vista campus, and Instituto Federal do Amazonas (IFAM) - Manaus Centro campus. The text is structured in four chapters: in the first, we present a brief conceptual discussion about work from a Marxist perspective, historically contextualizing the capitalist system, its phases and the transformations resulting from the Industrial Revolution, and the transformations that occurred in the world of work that caused several structural precariousnesses in the new productive configurations, in the constitution of the working class and in the forms of work, pointing out the cyclical crises of capitalism, the different forms of organization and systematization of work, the process of productive restructuring and the impacts on schools, education and Brazil; In the second, we discuss the new institutionality of IFs, which emerged during the historical period of capitalist development in Brazil, based on the neo-institutionalist, neo-developmentalist and neo- welfare approaches, highlighting the phases of transformation and expansion of the federal network, and the consolidation of the new institutionality of IFs from a historical, political, economic and social perspective, which is configured in the contemporary scenario of the 21st century, highlighting the evolutionary unfolding and significant transformations with the implementation and expansion of educational policies that aimed to promote and consolidate innovations in institutional arrangements, especially in the educational field, indicating the challenges and contradictions of this new institutionality. In the third, we present the main conceptual foundations on the reception, integration, professional and institutional socialization of teachers, in their multiple dimensions, in the conception of authors who dialogue with these themes in a dialectical manner. In the fourth chapter, there is a brief contextualization of the three campus loci of the research: IFAC; IFRR and IFAM, analyzing and discussing the processes of institutional integration and socialization developed for teachers at the beginning of their careers and the programs and actions of reception, integration and institutional socialization, internal and external, developed in the three IFs, based on the documents and narratives of teachers and managers of the IFs of the western Amazon. The study is based on a critical-analytical perspective, anchored in the method of historical-dialectical materialism, articulating the categories: totality, contradiction and mediation, and the categories socialization through work and work as a principle of socialization, based on the Marxist theoretical-epistemological foundation. In addition, a bibliographic and documentary survey and empirical research were used. The subjects of this research were 20 teachers and 15 educational managers from the three federal institutes where the research was conducted. The data collected were systematized and analyzed based on the assumptions of thematic-categorical Content Analysis. The study supports the thesis that: “the beginning of teaching activities in IFs causes the complexity, intensification and precariousness of work in verticalized teaching in these hybrid institutions, thus, the lack of integration and institutional socialization policies consequently generates challenges and difficulties for teaching practice, causing impacts on teaching actions and professional performance within the scope of the Federal Institutes of the western Amazon”. The main results are: inefficiency of continuing education programs for professionals to work with EBTT and policies of systematized institutional socialization, specific actions of guidance and institutional support and exchange of experiences in informality among peers and in virtual environments, causing a professional culture of balkanization, individualization and artificial collegiality, causing difficulty in consolidating the organizational culture and in the construction of professional identity, generating impacts on the working conditions of teachers in the IFs, requiring the implementation of educational and institutional policies for the reception, integration and institutional socialization of employees from the moment they enter the career at EBTT, promoting continuous training processes in and for work, seeking an articulation between teaching employees and their institutions for effective professional growth, in order to minimize training problems in the context of the IFs of the western Amazon.