Revista Brasileira de Educação do Campo
The Brazilian Scientific Journal of Rural Education
ARTIGO/ARTICLE/ARTÍCULO
DOI: http://dx.doi.org/10.20873/uft.rbec.v4e5944
Tocantinópolis/Brasil
v. 4
e5944
10.20873/uft.rbec.v4e5944
2019
ISSN: 2525-4863
1
Este conteúdo utiliza a Licença Creative Commons Attribution 4.0 International License
Open Access. This content is licensed under a Creative Commons attribution-type BY
Special Education in the countryside: an analysis of profile
and working conditions of teachers in the Piemonte
Diamantina - Bahia
Osni Oliveira Noberto da Silva
1
, Theresinha Guimarães Miranda
2
, Miguel Angel Garcia Bordas
3
1
Universidade do Estado da Bahia - UNEB. Departamento de Ciências Humanas, Avenida J. J. Seabra, 158, Estação. Jacobina
- BA. Brasil.
2
Universidade Federal da Bahia - UFBA.
3
Universidade Federal da Bahia - UFBA.
Author for correspondence: osni_edfisica@yahoo.com.br
ABSTRACT. The objective of this article was to describe the
profile and the working conditions of the Special Education
teachers who work in the rural schools of the municipalities of
the Piedmont region of Diamantina, state of Bahia. A
questionnaire with closed questions was applied to 11 teachers
who work with Special Education in rural schools in the
municipalities of the Piedmont region of Diamantina. It was
possible to observe that, in general, the profile of the teachers is:
women, mostly self-declared browns, most between 36 and 50
years of age; are married or live with partner; has mostly 2
children; with salary between 1 and 5 thousand reais and are
satisfied with the remuneration; work in two schools at most; are
Licensed in Pedagogy and Specialization, mostly attended by
private institutions; most of them have more than 11 years of
time in education but less than 5 years of work in Special
Education; are mostly insolvent; most affiliated to the union of
the category and consider their performance satisfactory; are
generally satisfied with the teaching career.
Keywords: Teaching Work, Special Education, Rural
Education.
Silva, O. O. N., Miranda, T. G., & Bordas, M. G. A. (2019). Educação especial no campo: uma análise do perfil e das condições
de trabalho dos docentes no Piemonte da Diamantina - Bahia...
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Educação Especial no campo: uma análise do perfil e das
condições de trabalho dos docentes no Piemonte da
Diamantina - Bahia
RESUMO. O objetivo deste artigo foi descrever o perfil e as
condições de trabalho dos professores de Educação Especial que
atuam nas escolas do campo dos municípios integrantes da
região do Piemonte da Diamantina, estado da Bahia. Foi
aplicado um questionário com perguntas fechadas a 11 docentes
que atuam com Educação Especial nas escolas do campo nos
municípios da região do Piemonte da Diamantina. Foi possível
observar que, de forma geral o perfil dos professores é:
mulheres, majoritariamente autodeclaradas pardas, a maioria
entre 36 a 50 anos de idade; são casados ou vivem com
companheiro(a); tem na maioria 2 filhos; com salário entre 1 a 5
mil reais e estão satisfeitas com a remuneração; trabalham no
máximo em duas escolas; são Licenciadas em Pedagogia e
Especialização, cursados na maior parte em Instituições
privadas; possuem na maioria acima de 11 anos de tempo de
atuação na educação mas menos de 5 anos de trabalho na
Educação Especial; são em sua maioria concursados; na maioria
filiados ao sindicato da categoria e consideram sua atuação
satisfatória; de forma geral estão satisfeitos com a carreira
docente.
Palavras-chave: Trabalho Docente, Educação Especial,
Educação do Campo.
Silva, O. O. N., Miranda, T. G., & Bordas, M. G. A. (2019). Educação especial no campo: uma análise do perfil e das condições
de trabalho dos docentes no Piemonte da Diamantina - Bahia...
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Educación Especial en el campo: un análisis del perfil y de
las condiciones de trabajo de los docentes en el Piemonte
Diamantina - Bahia
RESUMEN. El objetivo de este artículo fue describir el perfil y
las condiciones de trabajo de los profesores de Educación
Especial que actúan en las escuelas del campo de los municipios
integrantes de la región del Piamonte de Diamantina, estado de
Bahía. Se aplicó un cuestionario con preguntas cerradas a 11
docentes que actúan con Educación Especial en las escuelas del
campo en los municipios de la región del Piamonte de
Diamantina. Es posible observar que, de forma general el perfil
de los profesores es: mujeres, mayoritariamente autodeclaradas
pardas, la mayoría entre 36 a 50 años de edad; son casados o
viven con un compañero (a); tiene en su mayoría 2 hijos; con
salario entre 1 a 5 mil reais y están satisfechas con la
remuneración; trabajan en un máximo de dos escuelas; son
Licenciadas en Pedagogía y Especialización, cursados sobre
todo en Instituciones privadas; en la mayoría por encima de 11
años de tiempo de actuación en la educación pero menos de 5
años de trabajo en la Educación Especial; son en su mayoría
concursados; en la mayoría afiliados al sindicato de la categoría
y consideran su actuación satisfactoria; de forma general están
satisfechos con la carrera docente.
Palabras clave: Trabajo Docente, Educación Especial,
Educación del Campo.
Silva, O. O. N., Miranda, T. G., & Bordas, M. G. A. (2019). Educação Especial no campo: uma análise do perfil e das condições
de trabalho dos docentes no Piemonte da Diamantina - Bahia...
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Introduction
This paper is an integral part of a
study developed at the Doctoral level at the
Faculty of Education of the Federal
University of Bahia (FACED-UFBA) and
funded through the Program of Support to
Teacher Training (PAC-DT) of the State
University of Bahia (UNEB).
Increasingly, the precariousness of
teachers' work has intensified, largely
because of the neoliberal policies of
governments, especially since the 1990s in
Brazil. Siade and Ximenes-Rocha (2018)
explain that the teaching work is one of the
most suffering, due to its particularity,
generating a series of complications. And
still:
The worker from the birth of the
capitalist mode of production has
been reduced to a commodity that
can be discarded at any moment. And
now, this condition is further
intensified if it does not keep up with
the new demands of capitalist
society. The human being is
forgotten and dispossessed of his
means of subsistence - work - all in
the name of the common good,
morality, ethics and, above all,
progress. These pressures cause or
intensify a number of problems
which result in various forms of
malaise manifested in or out of the
work environment in the form of a
classical disease or in forms not yet
known but which also affect quality
of work, precarious. (Siade &
Ximenes-Rocha, 2018, p 112).
According to Duarte (2011), working
conditions are directly linked to the career
of teachers in terms of salary, working
hours, legal elements of hiring regimes,
continuing education and so on.
For Arroyo (2011), if educational
policies in Brazil do not have a defined
course, it is even more complicated when
referring to rural education, since
traditionally the rural school is treated as a
marginal element within of the educational
system, accentuating in the countryside the
problems already existing in the Brazilian
educational system as a whole. Thought
also ratified by Silva and Sena (2016):
In this sense, although there are many
advances in the history of Brazilian
education, it is possible to observe
that there are many gaps to be
repaired in order to ensure that the
public policies directed to the
education of the countryside are
implemented. According to the
propositions of the existing legal
framework, the primary function of
Rural Education is to guarantee all its
subjects a quality education, assuring
them the right to access knowledge
without, for this, needing to leave
their space and/or disparaging it
(Silva & Sena, 2016, p. 241).
This is more serious when we
observe that according to data from the
National Institute of Educational Studies
and Research, a body linked to the
Ministry of Education, there are in Brazil
about 285,850 teachers working in the
rural area exclusively. This represents
Silva, O. O. N., Miranda, T. G., & Bordas, M. G. A. (2019). Educação Especial no campo: uma análise do perfil e das condições
de trabalho dos docentes no Piemonte da Diamantina - Bahia...
Tocantinópolis/Brasil
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14.5% of the almost two million basic
education teachers in the country (Brasil,
2009).
For this study we use the term
considered more current, which is rural
education, to the detriment of the older and
popular term, which is rural education, as
explained by Pimentel et al. (2015):
The expression rural education has
become inadequate in the last years,
since it would designate a restrictive
sense about the people and the
activities in the rural environment.
Based on the argument that rural
schools were not priorities in
governments and that policies for
such schools were inebriated with
urban conceptions that made rural
school an extension of the city
school, it was considered possible
and necessary to make another term,
namely, rural school, or rather, rural
education (Pimenta et al., 2015, p. 6).
Thus, within the Rural Education, we
have Special Education teachers, who
work with Specialized Educational
Assistance (AEE) with students with
disabilities, guaranteed in the National
Policy of Special Education in the
perspective of Inclusive Education (Brasil,
2008).
According to Rabelo and Caiado
(2014), the Special Education teachers who
work in the countryside must have
guaranteed working conditions, in order to
carry out their activities in a satisfactory
way, taking into account the specificities in
the countryside:
The dialogue between rural education
and special education has as its
premise the recognition of the
singularities of rural populations,
including people with disabilities,
developmental disorder and high
skills or giftedness, which means
understanding that the right to special
education in rural schools, needs to
be implemented, with the promotion
of some basic conditions: provision
of specialized educational services in
multifunctional resource rooms,
teacher training in the area, adapted
school transportation, accessible
school space, equipment and
resources to meet educational
demands special education students.
(Rabelo & Caiado, 2014, p. 67).
Despite the importance, Palma
(2016) states that there are still few studies
that address the work of teachers and the
schooling of students with disabilities in
rural schools (Palma, 2016).
The purpose of this paper was to
describe the profile and working conditions
of Special Education teachers working in
rural schools in the municipalities of
Diamantina, in the state of Bahia.
Methodology
For this research, a closed-ended
survey was used, based on other studies on
working conditions (Motta, 2009; Braga et
al., 2010, Carneiro, 2012, Ferro, 2012,
Araújo, 2017) and adapted to the needs
Silva, O. O. N., Miranda, T. G., & Bordas, M. G. A. (2019). Educação Especial no campo: uma análise do perfil e das condições
de trabalho dos docentes no Piemonte da Diamantina - Bahia...
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related to the special education teachers
who work in the rural schools.
According to Gil (2010) the survey is
a research technique that uses a certain
number of questions in writing to the
participating subjects, with the purpose of
knowing their opinions, interests,
expectations and being "the fastest and
cheapest means of obtaining information,
and not requiring personnel training and
guaranteeing anonymity". (Gil, 2010, p.
115).
The questions aim to know the
profile of the teachers and the contractual
and legal conditions, which according to
Borges et al. (2015) are one of the
elements that compose the working
conditions and represent the aspects of
valorization of the teaching work, such as
career plan, job stability, salary, continuing
education among others.
The research was developed in the
region known as Piedmont of Diamantina,
one of the 16 regions of the state of Bahia,
which is subdivided into 9 municipalities,
namely Caém, Jacobina, Miguel Calmon,
Mirangaba, Ourolandia, Saúde,
Serrolândia, Umburanas and Várzea Nova.
According to the Brazilian Institute of
Geography and Statistics (IBGE), the
Piedmont region of Diamantina has
217,226 habitants in its total population,
where 39.5% of the territory's population
lives in the rural area (IBGE, 2017).
The selection of the subjects
participating in the research considered the
following criterion: that the teachers
worked in 2017 with Specialized
Educational Attendance of students with
disabilities in municipal schools located in
the countryside.
In order to determine the universe of
our study, it was initially the collection of
information, together with the Secretariats
of Education of the municipalities, of data
on the number of Special Education
teachers who work in the municipal
schools of the countryside, in the year
2017. Thus, the data indicated that 15
teachers meet this criterion. Of this
universe, 11 teachers accepted to
participate in the research, which
corresponds to 73.33% of the total.
In accordance with the ethical norms
of research with human beings and to
legitimize voluntary participation, the
subjects were presented with a free and
informed consent form (TCLE), which
guarantees, among other things, the
confidentiality of the identity of the
participating teachers, as well as
guaranteeing the use of data collected
strictly for academic purposes. The
research was built pursuant to Resolution
466/2012, Resolution 510/2016 specific for
Silva, O. O. N., Miranda, T. G., & Bordas, M. G. A. (2019). Educação Especial no campo: uma análise do perfil e das condições
de trabalho dos docentes no Piemonte da Diamantina - Bahia...
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research in Human and Social Sciences
and submitted to the Ethics Committee of
the State University of Bahia (CEP/UNEB)
under the CAAE protocol number:
79862917.6.0000.0057 and approved
through Legal Opinion nº 2532.689.
Results and discussion
Of the 11 teachers who participated
in the research, 10 are female and 1 is
male. This female predominance is also
seen in other studies, such as those by
Teles et al. (2012), where 95.4% were
women and Brito et al. (2014), 96.66%
were female. According to Souza et al.
(2017) women are traditionally the vast
majority of teachers working in the
countryside, facing daily a series of
problems, in an attempt to guarantee the
education of children:
In the current conjuncture, thinking
about the teaching work carried out
with children in rural contexts is to
understand that it has been
protagonized bravely, almost always
by women who engage in daily
struggles, build resistances and face
daily challenges in order to guarantee
the learning of their students …
understanding that these places are
often precarious and require the
development of strategies of constant
confrontation and (re) pedagogical
inventions (Souza et al, 2017, p. 1).
About the ethnicity of the teachers,
the data indicated that 82% declared
themselves brown and 18% declared
themselves black. The large number of
teachers who self-professed browns to the
detriment of the few black self-taught
teachers are also seen in the studies of
Teles et al (2012) and Oliveira and Vieira
(2012). Thus, Alves (2012) ratify the data
found and also explains that "... the
participation of blacks in the profession is
reduced, and often black teachers are
subjected to worse conditions of training
and work". (Alves, 2012, p. 80).
According to Camargo and Rosa
(2018), these data are important because
"gender, race, ethnicity, training and
precariousness remain only some of the
many elements that we can take as objects
of reflection on the teaching work and each
of them presents itself as vast field of
research". (Camargo & Rosa, 2018, p.
290).
Regarding the age of teachers, 46%
are between 46 and 50 years of age, 27%
are between 36 and 40 years of age, 18%
are between 31 and 35 years of age, 9% are
between 41 and 45. It is noted that
teachers, study participants, are over 30
years of age.
Regarding the marital status of
teachers, 46% are married, 18% are
divorced, 18% are widowers, 9% live with
a partner and 9% are single. These data are
similar to other studies done in the same
Silva, O. O. N., Miranda, T. G., & Bordas, M. G. A. (2019). Educação Especial no campo: uma análise do perfil e das condições
de trabalho dos docentes no Piemonte da Diamantina - Bahia...
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region with urban teachers (Araújo, 2017,
Santos, 2017). In the case of offspring,
73% of teachers have children. Of this
amount, 50% of teachers have 2 children,
37% have 1 child and 13% have 3 children.
Regarding the category of legal
contractual conditions, the first item refers
to the salaries paid to teachers working in
the countryside. Adding all the additional,
gratuities etc, the data showed that 55%
have a remuneration between R $ 1,000 to
R $ 3,000, 36% of teachers with gains
between R $ 3,000 to R $ 5,000, and 9%
said to earn between R $ 5,000 a R $
7,000.
These data are close to the data in the
Faria Junior study (2014), where 52% of
teachers reported receiving between 2 and
3 minimum salaries, 34% received
between 3 and 4 minimum salaries, and
8% received more than 4 minimum
salaries. Although the teachers consider
that they have obtained a salary
improvement "from the creation of the
National Professional Salary Floor of the
Professionals of the Public Magisterium of
Basic Education ... they still consider the
remuneration they receive". (Farias Júnior,
2014, p. 120).
According to the study by Siade and
Ximenes-Rocha (2018), low wages
represent the biggest problem regarding the
working conditions of teachers working in
the countryside, according to the teachers
interviewed, they "recognize that it does
not correspond to work which exercise and
is not sufficient to meet the basic needs of
survival". (Siade & Ximenes-Rocha, 2018,
121).
Ramos, Moreira and Santos (2004)
present a series of obstacles that hamper
the working conditions of teachers working
in the rural schools:
The literature has shown the
importance of the teacher in the
process of progression and learning
of the students. Despite this finding,
the working condition of these
professionals has deteriorated more
and more. In the specific case of the
rural area, in addition to the low
qualifications and salaries lower than
those of the urban zone, they face,
among others, the issues of work
overload, high turnover and
difficulties of access to the school,
depending on the road conditions and
the lack of travel allowance. (Ramos,
Moreira & Santos, 2004, p. 27).
However, 82% of the teachers
participating in the study said they were
satisfied with the salary and 18% said they
were dissatisfied. In a research produced at
the University of Chicago in the United
States, and published in Forbes magazine,
presented a ranking of the 10 happiest
professions in the world. In this research,
the profession of Special Education teacher
was listed in the fifth position (Denning,
2011). One of the possible reasons lies in
the fact that satisfaction comes from
Silva, O. O. N., Miranda, T. G., & Bordas, M. G. A. (2019). Educação Especial no campo: uma análise do perfil e das condições
de trabalho dos docentes no Piemonte da Diamantina - Bahia...
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helping other people monitor the
development of students with disabilities,
although it often occurs slowly, which
often ends up compensating for the low
salaries of the area.
According to Gouveia et al. (2006),
"another element that interferes with
quality conditions and which has a
quantitative impact and an important
subjective dimension of the professionals'
relationship with the school is the issue of
the dedication, especially of the teachers,
to a single school" (p. 263).
Thus, it was observed in our study
that 46% of teachers work in only 1 school,
36% work in 2 schools, 9% work in 3
schools and 9% work in 4 schools.
Gouveia et al. (2006) state that dedication
to only one school is considered a quality
factor of teachers' work, to the detriment of
those teachers who need to work in more
than one school, since the high workload
directly affects not only the quality of
classes, as well as teachers' health. And the
authors further complement:
Thus, the possibilities of dedication
of the education professional to only
one school and of non-exhaustive
days result in a satisfaction that,
besides promoting conditions for a
quality education offer, avoids
damages to the health of the worker
and allows time for those interested
in processes consequently, in
compliance with what the law defines
as permanent training of education
professionals, within or outside the
workload, as established in these
existing forms of employment.
(Gouveia et al., 2006, p. 273).
The data show that all the teachers
participating in the study have a Bachelor's
degree, 91% of the professors have
postgraduate courses at the Lato Sensu
Specialization level and none have a
Masters or Doctorate degree.
With regard to undergraduate
courses, teachers' degree courses are
divided into: 55% in Pedagogy, 18% in
History, 9% in Vernacular Letters, 9% in
Letters with English and 9% in Physical
Education.
The findings can be compared with
other studies that investigated the
graduation of special education teachers
from different municipalities (Brito et al.,
2014, Souza & Sousa, 2015, Matias, 2016,
Menezes, 2016), and confirmed the
predominance of the Bachelor's degree in
Pedagogy as initial training of teachers in
the area.
According to Deimling (2013) the
Pedagogy courses in Brazil have a long
tradition in Special Education because it
was the precursor to insert curricular
components that discussed the subject of
the education of people with disabilities.
Thus, the predominance of the Pedagogy
course as the dominant graduation among
Special Education teachers demonstrates
that, due to its general and expanded
Silva, O. O. N., Miranda, T. G., & Bordas, M. G. A. (2019). Educação Especial no campo: uma análise do perfil e das condições
de trabalho dos docentes no Piemonte da Diamantina - Bahia...
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education, Pedagogy can be considered the
most appropriate initial formation for
Special Education (Kapitano-a Samba &
Heinzen, 2014).
The data indicate that the initial
formation of teachers was divided among
private educational institutions, responsible
for the graduation of 64% of the teachers
and by the state public universities, with
36% of the teachers graduating.
All the professors graduated in the
state public institutions, attended the
University of the State of Bahia, that have
campuses and poles in the municipalities
of the Diamantina Piedmont and in nearby
municipalities.
Silva and Sena (2016), when
presenting an account about the curriculum
of the Degree in Pedagogy obtained at a
campus of the UNEB, near the Piedmont
region of Diamantina, makes clear the
importance that the study of the
specificities of the rural education has in
the formation:
Part of the training course as a
student at the University was directed
to the Rural Education. Throughout
the course, we seek to understand,
from the academic investigations, the
way schools are inserted in the rural
communities and the role they
assume in these spaces, where in
most cases it is the only state organ
present. (Silva & Sena, 2016, p. 234).
On the one hand, this shows the
importance of UNEB in the training of
teachers in the region, on the other hand, it
is clear that many teachers have had to
seek higher education in the private sector
because of the difficulty of being absorbed
by public institutions.
This predominance of training in
private institutions is maintained when it
comes to Specialization courses. This is
because 60% of the teachers participating
in the study said that they did their
specialization course in private institutions
and 40% did it in a federal teaching
institution.
However, in order for teachers to be
able to take their undergraduate and
postgraduate courses, it is imperative that
the municipal management act in order to
guarantee the necessary support to the
teacher, through the reduction or total
release of the teachers' hours during the
training and until financial incentive
through scholarships.
With this questioning teachers about
the support given by the Municipal
Secretariats of Education give the
continued training of teachers, it was
observed that 37% of teachers said that
there is a lot of encouragement from
municipal secretaries for teachers to take
courses but without leave and financial aid,
Twenty-seven percent of the teachers said
Silva, O. O. N., Miranda, T. G., & Bordas, M. G. A. (2019). Educação Especial no campo: uma análise do perfil e das condições
de trabalho dos docentes no Piemonte da Diamantina - Bahia...
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that there is no incentive for the
secretariats to teach the teachers, 27% said
that there is little incentive for the
secretariats and only 9% said that there is a
lot of encouragement from the secretariats,
even with financial aid and remoteness.
According to Souza and Sousa
(2015), there is a discredit regarding the
support that the teachers receive from their
respective Secretariats of Education, end
up generating a series of difficulties that
act entirely in the working conditions of
teachers:
Undoubtedly, the working and
support conditions they receive to
carry out the teaching activity need
attention from the education
secretariats themselves. Therefore, it
is fundamental to understand that the
conditions of teaching work involve a
diversity of aspects (hiring, salary,
training, material resources, others),
which add value to their
development. Without such an
understanding, it will continue in the
blame game, where each one in his
space blames the other for the failure
of education, for the poor quality of
public education and, consequently,
for the victimization of rural school
teachers and multi-seriadas classes as
a maze of the educational system.
(Souza & Sousa, 2015, p. 25).
According to the authors, Gonçalves
(2009) affirms that the teachers working in
the rural schools, in general, receive little
support from their Municipal Department
of Education. This is aggravated because,
as teachers are linked to municipal
management, they end up being subject to
instabilities caused by frequent alternations
of municipal political groups, directly
influencing their working conditions.
28% have between 21 and 25 years
of career, 18% have 11 to 15 years, 18%
have between 6 and 10 years of age, 18%
have between 1 and 5 years of age. years
and 18% are over 25 years old.
However, when analyzing the work
time that the same teachers have in Special
Education, it is possible to observe that
there are substantial differences. The data
indicate that 9% of teachers have over 10
years of work with Special Education, 18%
of teachers have between 6 and 10 years of
work, 27% have between 3 and 5 years and
46% have up to 2 years.
Eighty-two percent (82%) of teachers
are bankrupt, 9% are substitutes and 9%
work as service providers. However, none
of them had a tender for the post of Special
Education teacher, since none of the
municipalities in Piedmont of Diamantina
had a competition for this area.
The findings of this study are different
from that found in the study by Bitencourt
and Zart (2017) who studied the working
conditions of teachers from a rural school
in the Brazil - Bolivia border, where it was
found that most teachers are not effective
and have contracts temporary. This makes
the teaching staff of this school very
Silva, O. O. N., Miranda, T. G., & Bordas, M. G. A. (2019). Educação Especial no campo: uma análise do perfil e das condições
de trabalho dos docentes no Piemonte da Diamantina - Bahia...
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rotating, which makes it difficult to
maintain experienced teachers.
According to Gouveia et al. (2006),
the higher the number of substitute or only
contracted teachers, it generates a high
turnover of teachers, which is the
professional experience, which is one of
the most important elements regarding
quality of teaching, since "Is one of the
quantifiable categories that make up the
possibility of evaluating the conditions for
the provision of quality education". (p.
261).
According to Oliveira (2004), like
the work in general, the work of teachers
has been increasingly the target of
precariousness, especially in relation to
employment relations, so that the most
elementary signs of precarious conditions
of teacher work appear precisely in the
increase of ties of temporary jobs:
The increase in temporary contracts
in public education networks, with
the number of workers in some states
increasing, salary increases, respect
for a national salary floor, inadequate
or even lacking, in some cases,
positions and wages, the loss of labor
and social security guarantees arising
from the reform processes of the
State apparatus have made the
instability and precariousness of
employment in the public teaching
profession ever more acute. (Oliveira
2004, p. 1140).
According to Jacomini and Penna
(2016) city halls tend to create several
criteria for professional advancement of
teachers within the road plan. This makes
it difficult to progress, "even if it meets the
criteria required to progress in the career,
whatever it may be, it is conditioned by
governmental decisions that may delay or
even prevent what is foreseen in the plans".
(p. 191).
Thus, there is often a clash between
teachers and municipal managers,
regarding the fulfillment of teachers' rights
foreseen in the career plans. In this way,
our study also sought to analyze the
unionization of the Special Education
teachers who work in the rural schools of
the Piedmont region of Diamantina. It was
analyzed that 73% of teachers are
unionized and 27% are not affiliated to
unions. From the analyzed teachers, was
questioned about the satisfaction about the
union's performance. 50% of teachers
believe that the work of the union is very
satisfactory, 25% of teachers consider the
performance unsatisfactory and 25% are
indifferent.
Diniz and Rocha (2014) reaffirm the
importance of trade unions in the fight for
workers' rights. However, it is notorious
that trade union weakening due to the low
teacher adherence:
But the same has lost some of its
terrain and many teachers even
unionized has moved away some of
the movement and participation. We
Silva, O. O. N., Miranda, T. G., & Bordas, M. G. A. (2019). Educação Especial no campo: uma análise do perfil e das condições
de trabalho dos docentes no Piemonte da Diamantina - Bahia...
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v. 4
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ISSN: 2525-4863
13
find that there is an attempt by the
trade union movement to raise the
movement again. Participation
strategies have advanced in many
directions. The mobilizations, calls
by the television and print press have
been used as a new strategy to call
education professionals to debate the
quality of education. We have found
that leaders have a history of
participation and involvement with
political movements, often even
before joining the union. The union
movement is weak, but not finished.
The struggles continue, the leaders
have played their part. The
pedagogical political formation has
been one of the forms of action of the
trade union movement and the
leaders have shown a clarity that is
important the union formation for a
greater clarification on the role of the
public school and its influences on
the formation of the teachers (Diniz
& Rocha, 2014, p. 2209).
In agreement with the authors, Farias
Júnior (2014) explains in his study that
most teachers who are not union members
understand the precariousness of their
work as something natural or inevitable
and do not see the necessity of union
membership as an important instrument to
face the loss of rights.
This only ratifies the importance of
trade unions as an element of political
formation, since according to Diniz and
Rocha (2014) "the union is a space of
construction, transformation and struggle.
There are even advances we still realize
that much still has to be done in favor of a
more just, more humane and ethical
society, but the bases are being launched".
(p. 2208).
There is a very close relationship
between working conditions and teachers'
satisfaction with their profession.
Therefore, teachers were asked about their
satisfaction regarding their career as a
Special Education Teacher working in the
rural school. It was noticed that 91% of
teachers consider themselves satisfied with
their profession and 9% consider
themselves dissatisfied.
The data are similar to the findings
of Siade and Ximenes-Rocha (2018) who
also studied teachers who work in rural
schools, and realized that, while teachers
recognize the precariousness of their
working conditions, on the other hand they
show satisfaction with the profession, as
they realize the importance of their work in
the students' lives.
However, the same authors warn that
"the teacher should not conform to the
conditions under which he/she performs
his/her work, with the justification that the
students depend on him/her, because this
conformism compromises achievement of
achievement and professional
appreciation". (Siade & Ximenes-Rocha,
2018, p. 122).
Final considerations
Silva, O. O. N., Miranda, T. G., & Bordas, M. G. A. (2019). Educação Especial no campo: uma análise do perfil e das condições
de trabalho dos docentes no Piemonte da Diamantina - Bahia...
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The objective of this paper was to
describe the profile and the working
conditions of the Special Education
teachers who work in the schools of the
municipalities of the Piedmont region of
Diamantina, state of Bahia, it was possible
to group the answers that describe the
scenario analyzed.
Briefly, the profile of the Special
Education teachers who work in the
countryside schools of the Piedmont region
of Diamantina are: women, mostly self-
declared browns, most between 36 and 50
years of age, are married or live with a
partner and have majority 2 children.
Summarizing the findings of the
category of legal contractual conditions,
from the majority responses, it was
possible to observe that teachers have
remuneration between 1 to 5 thousand
reais and are satisfied with salary and work
in up to 2 schools; are teachers graduated
in course degree in Pedagogy and with
Post - graduation Lato Sensu attended
mostly in private institutions; most of them
have more than 11 years of education time
but less than 5 years of special education;
are mostly insolvent and with a plan of
positions and salaries; are mostly affiliated
to trade unions and consider trade union
action to be satisfactory; and are mostly
satisfied with the teaching career.
Thus, we hope that this article
contributes to a permanent dialogue
between the working conditions of Special
Education teachers and the Rural
Education, taking into account their
specificities and recommend that more
research on the working conditions of
Special Education teachers who in the rural
schools are carried out, in order to fill the
gaps that this article could not account for.
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Article Information
Received on September 26th, 2018
Accepted on January 15th, 2019
Published on March 3rd, 2019
Author Contributions: The authors were responsible for
the designing, delineating, analyzing and interpreting the
data, production of the manuscript, critical revision of the
content and approval of the final version to be published.
Conflict of Interest: None reported.
Orcid
Osni Oliveira Noberto da Silva
http://orcid.org/0000-0001-5028-0889
Theresinha Guimarães Miranda
http://orcid.org/0000-0002-7762-7739
Miguel Angel Garcia Bordas
http://orcid.org/0000-0001-5970-9581
How to cite this article
APA
Silva, O. O. N., Miranda, T. G., & Bordas, M. G. A. (2019).
Special Education in the countryside: an analysis of profile
and working conditions of teachers in the Piemonte
Diamantina - Bahia. Rev. Bras. Educ. Camp., 4 e5944.
DOI: http://dx.doi.org/10.20873/uft.rbec.e5944
ABNT
SILVA, O. O. N.; MIRANDA, T. G.; BORDAS, M. G. A.
Special Education in the countryside: an analysis of profile
and working conditions of teachers in the Piemonte
Diamantina - Bahia. Rev. Bras. Educ. Camp.,
Tocantinópolis, v. 4, e5944, 2019. DOI:
http://dx.doi.org/10.20873/uft.rbec.e5944