Neoliberal rationality and teaching work: : the interference of performative culture in the working conditions of teachers in Brazil
Autor(a) principal: | |
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Data de Publicação: | 2023 |
Outros Autores: | , |
Tipo de documento: | Artigo |
Idioma: | por |
Título da fonte: | Retratos da Escola (Online) |
Texto Completo: | https://retratosdaescola.emnuvens.com.br/rde/article/view/1518 |
Resumo: | This article aims to analyze the implementation of the performative culture in the context of higher education, advocated by the business management model, and its interference in working conditions, in interpersonal dynamics and, consequently, in the identity of teaching professionals. This text is the result of a macro research carried out by the Group of Studies and Research in Higher Education (GEPES – UPF). The methodology used was historical-critical. The investigation was qualitative, bibliographical and documentary. The article is structured in three sections: the first section analyzes the formation of a governance model of a managerial nature produced by the rise of Toyotist/liberal rationality, in order to understand the purposes and strategies of the formation of the entrepreneurial subject; the second section characterizes the idea of professional recognition resulting from performance as a mechanism of struggle for visibility; finally, the third section systematizes how the formation of a new teaching identity is presented from the disciplinary power of performativity. The results showed that the rise of a culture of competitive performativity in the scope of higher education is responsible for the formation of a negative subjectivity, characterized by suffering at work, the feeling of being under pressure, the loss of identity and generalized depression, leading to teaching worker to isolation and physical and emotional illness. |
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Neoliberal rationality and teaching work: : the interference of performative culture in the working conditions of teachers in Brazil Racionalidad neoliberal y trabajo docente:: la interferencia de la cultura performativa en las condiciones de trabajo de los profesores en Brasil Racionalidade neoliberal e trabalho docente: interferência da cultura performativa nas condições de trabalho de professores e professorasTrabalho DocenteRacionalidade NeoliberalPerformatividadePoliticas EducacionaisLabor DocenteRacionalidad NeoliberalPerformatividadPolíticas Educativas.Teaching WorkNeoliberal RationalityPerformativityEducational PoliciesThis article aims to analyze the implementation of the performative culture in the context of higher education, advocated by the business management model, and its interference in working conditions, in interpersonal dynamics and, consequently, in the identity of teaching professionals. This text is the result of a macro research carried out by the Group of Studies and Research in Higher Education (GEPES – UPF). The methodology used was historical-critical. The investigation was qualitative, bibliographical and documentary. The article is structured in three sections: the first section analyzes the formation of a governance model of a managerial nature produced by the rise of Toyotist/liberal rationality, in order to understand the purposes and strategies of the formation of the entrepreneurial subject; the second section characterizes the idea of professional recognition resulting from performance as a mechanism of struggle for visibility; finally, the third section systematizes how the formation of a new teaching identity is presented from the disciplinary power of performativity. The results showed that the rise of a culture of competitive performativity in the scope of higher education is responsible for the formation of a negative subjectivity, characterized by suffering at work, the feeling of being under pressure, the loss of identity and generalized depression, leading to teaching worker to isolation and physical and emotional illness.Este artículo tiene como objetivo analizar la implementación de la cultura performativa en el contexto de la educación, propugnada por el modelo de gestión empresarial, y su injerencia en las condiciones de trabajo, en las dinámicas interpersonales y, consecuentemente, en la identidad de los profesionales de la enseñanza. Este texto es el resultado de una macro investigación realizada por el Grupo de Estudios e Investigación en Educación Superior (GEPES – UPF). La metodología utilizada fue histórico-crítica. La investigación fue cualitativa, bibliográfica y documental. El artículo se estructura en tres secciones: la primera sección analiza la formación de un modelo de gobernanza de carácter gerencial producido por el surgimiento de la racionalidad toyotista/liberal, con el fin de comprender los propósitos y estrategias de formación del sujeto emprendedor; el segundo apartado caracteriza la idea de reconocimiento profesional resultante de la actuación como mecanismo de lucha por la visibilidad; finalmente, la tercera sección sistematiza cómo se plantea la formación de una nueva identidad docente desde el poder disciplinar de la performatividad. Los resultados mostraron que el surgimiento de una cultura de performatividad competitiva en el ámbito de la educación es responsable de la formación de una subjetividad negativa, caracterizada por el sufrimiento en el trabajo, el sentimiento de estar bajo presión, la pérdida de identidad y la depresión generalizada, lo que lleva a la enseñanza del trabajador al aislamiento y la enfermedad física y emocional.Este artigo analisa a implementação da cultura performativa na educação pelo modelo de gestão empresarial e sua interferência nas condições de trabalho, dinâmica interpessoal e identidade de docentes. Fruto de pesquisa qualitativa, bibliográfica e documental realizada no Grupo de Estudos e Pesquisas em Educação Superior – GEPES/UPF, investiga: a formação de um modelo de governança gerencial, produzido pela racionalidade toyotista/liberal, para compreender a formação do/da sujeito/a empresarial; a ideia de reconhecimento rofissional decorrente da performance, num mecanismo de luta pela visibilidade; uma nova identidade docente a partir do poder disciplinar da performatividade. Os resultados apontaram que a ascensão dessa cultura competitiva na educação é responsável por uma subjetividade negativa, com sofrimento no trabalho, perda de identidade somatizada em depressão generalizada, levando, muitas vezes, o/a professor/a ao adoecimento físico e emocional.CNTE2023-09-18info:eu-repo/semantics/articleinfo:eu-repo/semantics/publishedVersionapplication/pdfhttps://retratosdaescola.emnuvens.com.br/rde/article/view/151810.22420/rde.v17i38.1518Retratos da Escola; v. 17 n. 38 (2023): Valorização de funcionários e funcionárias da educação básica2238-439110.22420/rde.v17i38reponame:Retratos da Escola (Online)instname:Confederação Nacional dos Trabalhadores em Educação (CNTE)instacron:CNTEporhttps://retratosdaescola.emnuvens.com.br/rde/article/view/1518/1193Bechi, DiegoFávero, Altair Alberto Almeida, Maria de Lourdes Pinto deinfo:eu-repo/semantics/openAccess2023-09-22T20:45:31Zoai:ojs.emnuvens.com.br:article/1518Revistahttps://retratosdaescola.emnuvens.com.br/rdeONGhttps://retratosdaescola.emnuvens.com.br/rde/oailscheibe@uol.com.br || rde.esforce.cnte@gmail.com2238-43911982-131Xopendoar:2023-09-22T20:45:31Retratos da Escola (Online) - Confederação Nacional dos Trabalhadores em Educação (CNTE)false |
dc.title.none.fl_str_mv |
Neoliberal rationality and teaching work: : the interference of performative culture in the working conditions of teachers in Brazil Racionalidad neoliberal y trabajo docente:: la interferencia de la cultura performativa en las condiciones de trabajo de los profesores en Brasil Racionalidade neoliberal e trabalho docente: interferência da cultura performativa nas condições de trabalho de professores e professoras |
title |
Neoliberal rationality and teaching work: : the interference of performative culture in the working conditions of teachers in Brazil |
spellingShingle |
Neoliberal rationality and teaching work: : the interference of performative culture in the working conditions of teachers in Brazil Bechi, Diego Trabalho Docente Racionalidade Neoliberal Performatividade Politicas Educacionais Labor Docente Racionalidad Neoliberal Performatividad Políticas Educativas. Teaching Work Neoliberal Rationality Performativity Educational Policies |
title_short |
Neoliberal rationality and teaching work: : the interference of performative culture in the working conditions of teachers in Brazil |
title_full |
Neoliberal rationality and teaching work: : the interference of performative culture in the working conditions of teachers in Brazil |
title_fullStr |
Neoliberal rationality and teaching work: : the interference of performative culture in the working conditions of teachers in Brazil |
title_full_unstemmed |
Neoliberal rationality and teaching work: : the interference of performative culture in the working conditions of teachers in Brazil |
title_sort |
Neoliberal rationality and teaching work: : the interference of performative culture in the working conditions of teachers in Brazil |
author |
Bechi, Diego |
author_facet |
Bechi, Diego Fávero, Altair Alberto Almeida, Maria de Lourdes Pinto de |
author_role |
author |
author2 |
Fávero, Altair Alberto Almeida, Maria de Lourdes Pinto de |
author2_role |
author author |
dc.contributor.author.fl_str_mv |
Bechi, Diego Fávero, Altair Alberto Almeida, Maria de Lourdes Pinto de |
dc.subject.por.fl_str_mv |
Trabalho Docente Racionalidade Neoliberal Performatividade Politicas Educacionais Labor Docente Racionalidad Neoliberal Performatividad Políticas Educativas. Teaching Work Neoliberal Rationality Performativity Educational Policies |
topic |
Trabalho Docente Racionalidade Neoliberal Performatividade Politicas Educacionais Labor Docente Racionalidad Neoliberal Performatividad Políticas Educativas. Teaching Work Neoliberal Rationality Performativity Educational Policies |
description |
This article aims to analyze the implementation of the performative culture in the context of higher education, advocated by the business management model, and its interference in working conditions, in interpersonal dynamics and, consequently, in the identity of teaching professionals. This text is the result of a macro research carried out by the Group of Studies and Research in Higher Education (GEPES – UPF). The methodology used was historical-critical. The investigation was qualitative, bibliographical and documentary. The article is structured in three sections: the first section analyzes the formation of a governance model of a managerial nature produced by the rise of Toyotist/liberal rationality, in order to understand the purposes and strategies of the formation of the entrepreneurial subject; the second section characterizes the idea of professional recognition resulting from performance as a mechanism of struggle for visibility; finally, the third section systematizes how the formation of a new teaching identity is presented from the disciplinary power of performativity. The results showed that the rise of a culture of competitive performativity in the scope of higher education is responsible for the formation of a negative subjectivity, characterized by suffering at work, the feeling of being under pressure, the loss of identity and generalized depression, leading to teaching worker to isolation and physical and emotional illness. |
publishDate |
2023 |
dc.date.none.fl_str_mv |
2023-09-18 |
dc.type.driver.fl_str_mv |
info:eu-repo/semantics/article info:eu-repo/semantics/publishedVersion |
format |
article |
status_str |
publishedVersion |
dc.identifier.uri.fl_str_mv |
https://retratosdaescola.emnuvens.com.br/rde/article/view/1518 10.22420/rde.v17i38.1518 |
url |
https://retratosdaescola.emnuvens.com.br/rde/article/view/1518 |
identifier_str_mv |
10.22420/rde.v17i38.1518 |
dc.language.iso.fl_str_mv |
por |
language |
por |
dc.relation.none.fl_str_mv |
https://retratosdaescola.emnuvens.com.br/rde/article/view/1518/1193 |
dc.rights.driver.fl_str_mv |
info:eu-repo/semantics/openAccess |
eu_rights_str_mv |
openAccess |
dc.format.none.fl_str_mv |
application/pdf |
dc.publisher.none.fl_str_mv |
CNTE |
publisher.none.fl_str_mv |
CNTE |
dc.source.none.fl_str_mv |
Retratos da Escola; v. 17 n. 38 (2023): Valorização de funcionários e funcionárias da educação básica 2238-4391 10.22420/rde.v17i38 reponame:Retratos da Escola (Online) instname:Confederação Nacional dos Trabalhadores em Educação (CNTE) instacron:CNTE |
instname_str |
Confederação Nacional dos Trabalhadores em Educação (CNTE) |
instacron_str |
CNTE |
institution |
CNTE |
reponame_str |
Retratos da Escola (Online) |
collection |
Retratos da Escola (Online) |
repository.name.fl_str_mv |
Retratos da Escola (Online) - Confederação Nacional dos Trabalhadores em Educação (CNTE) |
repository.mail.fl_str_mv |
lscheibe@uol.com.br || rde.esforce.cnte@gmail.com |
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1793890340481007616 |