Being a teacher in times of precarization, intensification, and devaluation

Saulo Macedo de Oliveira

doi:10.1590/SciELOPreprints.14667

article.authors6a3350bd59260

Saulo Macedo de Oliveira Universidade Estadual de Montes Claros https://orcid.org/0009-0002-8183-149X

DOI:

https://doi.org/10.1590/SciELOPreprints.14667

Palavras-chave:

Devaluation, Intensification, Neoliberalism, Precarization, Teaching Work

Resumo

This essay is guided by the objective of discussing the processes of precarization, intensification, and devaluation of teaching work, in light of the structural transformations in the educational field brought about by neoliberal policies, results-oriented educational reforms, and the commodification of education. From a theoretical-critical perspective, the essay problematizes the reconfiguration of the teaching profession under the neoliberal ideological framework, which converts educational work into a technical service managed through targets and subjected to the logic of efficiency and competition. The impacts of these transformations on both the objective and subjective conditions of teaching are examined, as well as the choice of the teaching profession in times of precarization, intensification, and devaluation.

Portuguese version: https://doi.org/10.1590/SciELOPreprints.14675

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Biografia do Autor

Saulo Macedo de Oliveira, Universidade Estadual de Montes Claros

Master's student in Education at the Graduate Program in Education at the State University of Montes Claros (Unimontes). Specialist in School Supervision, Guidance, and Inspection at the Facuminas Institute. Bachelor's degree in Mathematics from Unimontes. Member of the Education Study and Research Group (GEPEd/Unimontes) and also of the Oral History and Mathematics Education Group (Ghoem) at São Paulo State University “Júlio de Mesquita Filho” (Unesp). Orcid: https://orcid.org/0009-0002-8183-149X. E-mail: saulo.oliveira@edu.unimontes.br.