Autoridade docente no Ensino Médio: compassos e descompassos no contexto contemporâneo

Abstract

This thesis presents an analysis of the multiple facets of the expression of authority in teaching with objective to understand the exercise of this in the contemporanity and its particularities in the context of high school. It seeks thus to examine the school environment and their correspondence with the teaching authority, investigating the explicit manifestations and 'invisible' in the school day of the first year of São Paulo public high. This is a case study whose driving force is the qualitative research with students, teachers, coordinators and management, anchoring in bibliographical research, especially in the theories of the social sciences, with emphasis on the thoughts of Hannah Arendt, but also, resorting to other areas of knowledge such as history and philosophy, in order to obtain an interdisciplinary look at the phenomenon. As a result of this process, it is shown that there are several ways to judge the teaching authority, and that being presented here is only one of them, trying to find clues that help to elucidate the complexity of teaching authority in contemporary Brazilian public school