TRABALHO DOCENTE NA ESCOLA PÚBLICA E AS FACES REVIGORADAS DA TEORIA DO CAPITAL HUMANO

Janaina Aparecida de Andrade; Sílvia Alves dos Santos

doi:10.1590/SciELOPreprints.13056

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Janaina Aparecida de Andrade Londrina State University https://orcid.org/0009-0005-1561-2784
Sílvia Alves dos Santos Londrina State University https://orcid.org/0000-0002-0647-750X

DOI:

https://doi.org/10.1590/SciELOPreprints.13056

Keywords:

human capital theory, public school, teaching work, historical-critical pedagogy

Abstract

The present study aims to analyze teaching work in public schools and how the Theory of Human Capital seems to be reinvigorated with practices and curricular content aligned with the market's educational project. The study is justified, among other elements, by the need to understand how public schools are spaces of disputes and contradictions. Historically, it presents itself as an institution that meets the assumptions of the capitalist project while also encompassing the struggles and resistances of the working class in the pursuit of a comprehensive and inclusive educational project. The problem of the study is summarized in the following question: To what extent is teaching work affected by the new facets of Human Capital Theory in public schools? The methodology was carried out thru bibliographic research, using historical-dialectical materialism as the method of analysis, as we understand that the comprehension of this object involves broader political and economic relations that affect the school's educational projects. The study enabled us to understand the need to rethink the public school curriculum beyond the market-driven horizon that dominates current educational policies, so that actions and movements can be fostered to reclaim the public sense of the school and its social function in the education of the working class with the provision of complex, integrated, and humanizing school content.

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Author Biographies

Janaina Aparecida de Andrade, Londrina State University

Master's student in Education by the Graduate Program in Education at the State University of Londrina (PPEDU / UEL), class of 2025, linked to Research Line 1 Philosophical, Historical, Political and Cultural Perspectives of Education, in Nucleus 3: Educational Policies. Undergraduate in Pedagogy (Bachelor's Degree) at the State University of Londrina (admission in 2022). Bachelor's degree in Archival Science, with an emphasis in Information Science, from the same institution (2007). Member of the Research Group "Work, Educational Policies and Human Formation" (since 2022), working on research focused on teacher working conditions and public education policies. Collaborator of the Extension Project registered under number 1490, entitled "LAI: Laboratory of the Early Years Teaching, Research and Extension", of the Department of Education of UEL, starting on 09/22/2023. In this project, he develops content aimed at teaching Geography to elementary school children, which is published on the Teaching Geography blog (https://ensinodegeografia.wixsite.com/meusite/inicio). He also participates in the ongoing teaching project entitled "Environmental Studies: An Invitation to Get to Know the School and its Surroundings", whose proposal is to value the pedagogical use of the school's external spaces and surroundings as a way of making school content more meaningful and contextualized for students.

Sílvia Alves dos Santos, Londrina State University

Doutora em Educação pela Universidade Federal de São Carlos. Mestre em Educação pela Universidade Estadual de Londrina . Graduada em Pedagogia pela Faculdade Estadual de Ciências e Letras de Campo Mourão. Atualmente é professora Associada na Universidade Estadual de Londrina atuando na graduação e no Programa de Pós-graduação Strictu sensu em Educação. Coordena Grupo de Pesquisa em Trabalho, Políticas Educacionais e Formação Humana na Universidade Estadual de Londrina. Tem experiência na área de Educação, com ênfase em Políticas Educacionais e o mundo do Trabalho, atuando principalmente nos seguintes temas: Trabalho docente, Trabalho e Educação, Precarização do trabalho, Estado, Pedagogia Histórico-Crítica, Ensino Médio, Formação de professores.