ABSTRACT
We present the results of research about the process of implementation of Integrated High School in state technical schools of Pernambuco’s educational network and the working conditions of teachers, through public policy evaluation research. The research was conducted through documentary analysis, semi-structured interviews and questionnaires, with the main bibliographical references being the studies of Freitas, Nosella, Algebaile, and others. We seek to answer the following problem: does the prospect of extending the school day in high school also mean a decrease in the effective working conditions of the teacher in relation to the teaching/learning process, from the perspective of an intensification of the teaching work? We have concluded that the expansion of the school day in high school in the state schools of Pernambuco has been happening with intensification of the teaching work, through pressure for results and the adoption of a managerial point of view. In the experiences analyzed, the emphasis on school reinforcement, the increase in working time and classroom study and the feeling of incarceration of teachers and students are part of a process of precariousness of teaching work and of the school itself.
Keywords:
Teaching work; High School; Integrated education.