A precarização do trabalho docente no contexto da reestruturação produtiva do capitalismo flexível: uma autorreflexão crítica da semiformação

Abstract

This research aims to analyze the contributions of critical theory on the dynamics of work and the formation of workers in capitalism on proletarian subjectivity, to identify the possible implications for the configuration of teaching work. To this end, this study investigates the process of developing teaching work in the context of the productive restructuring of flexible capitalism and draws some reflections on the consequences of precarious work in the lives of teachers. In proposing this study, we sought to understand the reorganization of teaching work and how the impacts of this system have affected the work of these education professionals. In this way, this work is part of the effort to understand the recent transformations of teaching work inserted in the reorganization of the capitalist mode of production that have marked the current Brazilian political context by the neoliberal ideology. In view of this scenario, we seek to think about the implications of capitalism that aim to frame the teacher's performance within the principles that govern the market economy, in order to understand more specifically the so-called precariousness of teaching work. The question that drives this research is the following: how has the work dynamics affected proletarian subjectivity and what are the specific implications of this dynamics for teaching work? For this, theoretical research was used to better delineate the problem in texts that help to understand the changes in the teacher's work in flexible capitalism. From a general perspective of the work, we sought to present first the brief development of the educational process, both in the general context and in the Brazilian context; secondly, it was based on the understanding of labor relations within the flexible capitalist mode of production; and, subsequently, based on these relationships, we tried to think about the teaching work and its specificities within this context. Finally, the condition of teaching work within the current context of flexible capitalism was related to the postulates of Adorno (2010); Lukács (2003); Pucci, (2018); Zamora (2018) and Antunes; Praun (2015). As a result, we understand that the teachers' semi-training process due to the imposition of objective bureaucratic forces is corroborating the process of subjectivizing teaching work, further intensifying and precarizing their work. This research is expected to bring contributions to the scientific field to understand some of the factors that lead many teachers to deep stages of professional exhaustion and illness.