DILEMMA OF TEACHING WORK ARISING FROM THE TENSIONS OF PUBLIC EDUCATION IN THE CAPITALIST DEVELOPMENT PROJECT

Abstract

This article aims to contribute to the understanding of the socio-historical foundations of a political and economic nature that constitute teaching work in public basic education in contemporary times. To this end, a bibliographical research was carried out based on the study of renowned researchers in the area, such as: Theresa Adrião (2020, 2022); Miguel Arroyo (2013, 2014); Stephen Ball (2020); François Chesnais (1996); Newton Duarte (2010); Olinda Evangelista (2006, 2014); Luíz Carlos Freitas (2014, 2018); Gaudêncio Frigotto (2015); Álvaro Hypólito (2012); Dalila Oliveira (2017, 2019, 2020); Philippe Perrenoud (2000); Márcio Pochmann (2020); Eneida Shiroma (2016); Maurice Tardif (2014), among others. As a result, we obtained an indication of tensions and dilemmas experienced by teachers, resulting from the process of remodeling teaching work, arising from educational reforms determined by the capitalist development project. The tensions between codified and uncodified teaching work were highlighted; between the complexity of the educational act and the pragmatism used in teaching activities; between the discourse of overvaluation and accountability of teachers and precarious working conditions and; between the technological modernization of teaching work and the rationalization of education.