O impacto das relações produtivas e educacionais sobre o trabalho e a identidade docente: um estudo de caso do CEFET-RS.

Abstract

This paper aims to contribute to the analysis of the changes into school work organization, mainly those related to Vocational Education and teachers´ work and identity, through a case study at Centro Federal de Educação Tecnológica de Pelotas, CEFET–RS. These transformations have been produced in the new context of the organization of the productive sector and the restructuring process of vocational education. In doing so, these Post-Fordist changes were analyzed using theoretical categories such as: teachers´ work, immaterial work, services, productive work, cognitive work, affective work, competence, employability, management, enterprising business or self-management. These categories have had wide implications for the workers´ subjectivity and identity in the contemporary society, where the economy is more and more based on information and knowledge. This Post-Fordist changes point to new relations between the labor force and the society. The paradigm of Post-Fordism, as a widely common mode of production, is based on social communication amongst mobile and flexible actors, which supplies innovation, technologies of information and knowledge based economy. This new paradigm is based on the notion of immaterial work. Thus teachers working on the vocational education nowadays have faced new challenges. The work organization changing, the new technologies effects on the professional culture and identity, the role of symbolic systems in the work and the demands for larger quality in the production and services give new requirements for building and re-building knowledge for teaching of vocational education.