Specialized educational service through teachers’ voices

Abstract

DOI: http://dx.doi.org/10.14244/198271991190

This study aims to acknowledge the teaching work of/in the Specialized Educational Service (SES) in the public education system of the state of Santa Catarina, Brazil, through the voices of teachers who work in the area. Data were collected by questionnaires from approximately 34 Kindergarten and Elementary School teachers. All the participants were women between 31 and 50 years old selected through public tender, and who work a 40-hour week journey in the Specialized Education Service. These teachers are experienced in the field - 71% have been teaching for over six years in the municipal education; however, 88% of them have been working in the SES for three years or less and are, therefore, undergoing a professional moment of discovery and survival. Considering that these teachers are in a (re)cognition moment in the SES, their work is still singly configured. Nevertheless, some of the teachers perform activities that involve the whole school community. Participants’ voices revealed a lack of cohesion of teachers in the SES. There is need to discuss about this issue in order to try to understand their role, and even signify the SES as a pedagogical strategy in the school context, by contributing to the schooling process students, who are, first of all, school students.

Keywords: Teaching work, Specialized educational service, Multifunctional resources classroom.