As políticas educacionais e a precarização do trabalho docente no Brasil e em Portugal
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Data
2017-02-09
Autores
Piovezan, Patricia Regina [UNESP]
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Editor
Universidade Estadual Paulista (Unesp)
Resumo
Nos últimos 40 anos, a precarização do trabalho, isto é, a perda e/ou a corrosão de direitos trabalhistas, ampliou-se em diversos países do mundo em decorrência da expansão e aperfeiçoamento de novos processos produtivos, da dinâmica do capitalismo financeiro e das políticas neoliberais, ou seja, em última instância em decorrência da crise do capitalismo. Ao longo dessas quatro décadas, Brasil e Portugal passaram por episódios históricos semelhantes, apesar das peculiaridades dos acontecimentos em cada país: o fim de um período de ditadura civil-militar; a conquista de direitos sociais, políticos e trabalhistas nas décadas de 1970 e 1980; o início, após os anos de 1990, da adoção de políticas neoliberais e a corrosão de diversos direitos trabalhistas e sociais conquistados nos anos de 1980, em especial, pela categoria docente. O principal objetivo deste estudo é examinar o processo de precarização do trabalho dos docentes da rede pública de ensino dos dois países. Trabalhamos com a hipótese de que a precarização do trabalho docente acompanhou o processo de precarização de outras categorias de trabalhadores, e que sua concretização foi possível em virtude das alterações nas legislações trabalhistas e das reformas nas políticas educacionais que regulamentam o trabalho dos professores. Desse modo, nosso foco nesta pesquisa é identificar as implicações das reformas educacionais no processo de precarização do trabalho docente no Brasil e em Portugal da década de 1990 até os dias atuais. Para a realização deste estudo utilizamos a pesquisa bibliográfica, documental e empírica, por meio de entrevistas semi-estruturadas. Ao final desta pesquisa, concluímos que nos últimos 26 anos a categoria docente dos dois países vivencia a ampliação da precarização do trabalho, tendo em vista o arrocho salarial, o aumento da jornada de trabalho, a flexibilização do trabalho, entre outros elementos, que afetaram diretamente o trabalho dos professores nas escolas.
In the past 40 years the precariousness of work, ie, the loss or corrosion of labor rights has expanded in many countries of the world due to the expansion and improvement of production processes, the dynamics of financial capitalism and neoliberal policies, that is, ultimately as a result of the crisis of capitalism. Along these four decades, Brazil and Portugal had similar historic episodes, despite the peculiarities of the events in each country: the end of a period of civil-military dictatorship; the achievement of social, political and labor in the 1970s and 1980s; the beginning, after the 1990s, the adoption of neoliberal policies and corrosion of various labor and social rights won in the 1980s, in particular, the teaching category. The aim of this study is to examine the precariousness process of work of public school teachers from both countries. We hypothesized that the casualization of teaching followed the process of casualization of other categories of workers, and that their implementation was possible because of changes in labor laws and reforms in educational policies governing the work of teachers. Thus, our focus in this research is to identify the implications of educational reforms in precarious process of teaching in Brazil and Portugal in the 1990s to the present day. For this study we used the bibliographical, documentary and empirical research, through semi-structured interviews. At the end of this research, we conclude that in the last 26 years the teaching category of the two countries experienced an increase in the precariousness of work, in view of wage tightening, an increase in working hours, work flexibility and other factors that affected directly the work of teachers in schools.
In the past 40 years the precariousness of work, ie, the loss or corrosion of labor rights has expanded in many countries of the world due to the expansion and improvement of production processes, the dynamics of financial capitalism and neoliberal policies, that is, ultimately as a result of the crisis of capitalism. Along these four decades, Brazil and Portugal had similar historic episodes, despite the peculiarities of the events in each country: the end of a period of civil-military dictatorship; the achievement of social, political and labor in the 1970s and 1980s; the beginning, after the 1990s, the adoption of neoliberal policies and corrosion of various labor and social rights won in the 1980s, in particular, the teaching category. The aim of this study is to examine the precariousness process of work of public school teachers from both countries. We hypothesized that the casualization of teaching followed the process of casualization of other categories of workers, and that their implementation was possible because of changes in labor laws and reforms in educational policies governing the work of teachers. Thus, our focus in this research is to identify the implications of educational reforms in precarious process of teaching in Brazil and Portugal in the 1990s to the present day. For this study we used the bibliographical, documentary and empirical research, through semi-structured interviews. At the end of this research, we conclude that in the last 26 years the teaching category of the two countries experienced an increase in the precariousness of work, in view of wage tightening, an increase in working hours, work flexibility and other factors that affected directly the work of teachers in schools.
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Palavras-chave
Políticas educacionais, Precarização, Trabalho docente, Brasil, Portugal, Educational policies, Precarious, Teaching work, Brazil