Sindicatos: percepções dos profissionais da educação acerca de suas ações em Imperatriz- MA

Abstract

This study addresses teacher unionism, specifically the representations and expectations of teachers in Imperatriz, Maranhão, regarding the experiences of Sinproesemma in the state's second-largest city. From this perspective, this research aims to sociologically understand the perceptions of Maranhão's education workers in relation to unions and their place in the contemporary social world. To achieve this objective, exploratory and descriptive research was used, based on Minayo (1994), and the methodological instruments included direct observation, the sending of Google Forms questionnaires, and interviews with state school teachers working in the city. The text describes the methodological path adopted for the development of the research. The first chapter explores the arguments of classic and contemporary authors in Sociology, identifying narratives about mobilizations, workers' experiences in their demands for rights, and the formation of the first unions. In this initial stage, we mobilized the contributions of authors such as Marx (2013), Engels (2010), Giddens (2008), and Antunes (1998). In the second chapter, we analyzed the history of teacher unionism, identifying its trajectory in Brazil, in Maranhão, and in Imperatriz, at which point we analyzed the trajectory of Sinproesemma in the city. At this point, the contributions of Brussio (2015) and Fortes (2018) were significant. In the third chapter, we proceeded with the analysis of the empirical data obtained through the application of the forms and interviews, highlighting an ambiguous field regarding mobilizations, teacher engagement, and alignment between government and union. The results indicate that, although the union is recognized as a legitimate instrument of representation, its performance faces limitations that impact the participation and engagement of teachers, pointing to the need for a redirection in the strategies of union actions.