Efeitos das políticas educacionais neoliberais sobre o trabalho e a autonomia dos professores e processos de resistência e de construção da docência autônoma

Abstract

The present study is the result of an investigation into the effects of educational policies linked to the new order and the new socio-political-economic configurations of globalized capitalism on work and teaching autonomy, as well as on the possibilities of praxis as a process of resistance. and the construction of autonomous teaching. The general objective of this work is: to understand the effects of the sociopolitical-economic context of neoliberalism and neoliberal educational policies on the work and autonomy of teachers, as well as the possibilities of resistance and construction of autonomous teaching. The research methodology, anchored in historical-dialectical materialism, was developed around the following question: how educational policies and the socio-political-economic scenario of neoliberal globalization impact the work of teachers, and how their reflection and action, given Constituting itself as a critical qualitative research, this work started from a bibliographic study from which it was possible to deepen concepts and previous categories considered central to its development. The empirical research methodology developed was based on a case study carried out with teachers working in a basic education school in the state public education network, located in the city of Pelotas/RS. To this end, the school's Pedagogical Political Project was analyzed, questionnaires were administered and interviews were carried out with teachers. The data analysis, based on a content analysis, revealed, in the context of neoliberal educational policies, the development of strategies to adapt teaching practices, with repercussions on the professionalism of teachers and the occurrence of a process of precariousness of their work and restriction of autonomy. Likewise, it demonstrated the development of a reflexive movement by teachers, and the construction of mechanisms of resistance and search for the strengthening of their autonomy, for which democratic management, collective work and the interaction between the school and the public university are fundamental. These results allowed to endorse the thesis supported in this work that, in a context of co-optation of education by the logic of capital, the critical reflexive movement about the politicalsocial-economic context, the educational policies developed under the logic of capital, as well as their implications for the work and autonomy of teachers, favors the construction of strategies and mechanisms of resistance and strengthening of the autonomous action of teachers.