Teaching work and precarication: the (dis)valuation of teaching work in brazilian policies, through the guidelines of multilateral organizations

Detalhes bibliográficos
Autor(a) principal: Sousa Sobrinho, José Pereira de
Data de Publicação: 2023
Outros Autores: Lima, Jociene Araujo, Santos, Maria de Fatima Oliveira
Tipo de documento: Artigo
Idioma: por
Título da fonte: Ensino em Perspectivas
Texto Completo: https://revistas.uece.br/index.php/ensinoemperspectivas/article/view/11606
Resumo: This work aims to identify, from a Marxist perspective, the influence of the guidelines of the World Bank and multilateral agencies, in the direction of the Brazilian educational policy of (de)valuation of teaching work in education. This research is a bibliographical and documentary research, based on the writings of Marx (2017), Leher (2019), and Mendes Segundo (2005). Documents released by the World Bank and Unesco will be analyzed for documental analysis: Priorities and strategies for education (1996); World Bank Examination (1996); What matters most in teacher policies (2012); and the New Delhi Declaration on Education for All (1993). We conclude that several Brazilian educational policies have been modified, reflecting the prescriptions of multilateral organizations, the World Bank's recipe totally adverse to the possibilities of teacher appreciation claimed by education workers, both in social and financial aspects, imposing a model of organized teaching work from the demands of capital.
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spelling Teaching work and precarication: the (dis)valuation of teaching work in brazilian policies, through the guidelines of multilateral organizationsTrabalho docente e precarização: a (des) valorização do trabalho docente nas políticas brasileiras, através das orientações dos organismos multilateraisProfissão DocenteBanco MundialDesvalorização profissionalTeaching ProfessionWorld BankProfessional devaluationThis work aims to identify, from a Marxist perspective, the influence of the guidelines of the World Bank and multilateral agencies, in the direction of the Brazilian educational policy of (de)valuation of teaching work in education. This research is a bibliographical and documentary research, based on the writings of Marx (2017), Leher (2019), and Mendes Segundo (2005). Documents released by the World Bank and Unesco will be analyzed for documental analysis: Priorities and strategies for education (1996); World Bank Examination (1996); What matters most in teacher policies (2012); and the New Delhi Declaration on Education for All (1993). We conclude that several Brazilian educational policies have been modified, reflecting the prescriptions of multilateral organizations, the World Bank's recipe totally adverse to the possibilities of teacher appreciation claimed by education workers, both in social and financial aspects, imposing a model of organized teaching work from the demands of capital.Este trabalho tem como objetivo identificar, sob a perspectiva marxista, a influência das orientações do Banco Mundial e das agências multilaterais, no rumo da política educacional brasileira de (des) valorização do trabalho docente na educação. Esta pesquisa trata-se de uma pesquisa bibliográfica e documental, a partir dos escritos de Marx (2017), Leher (2019), e Mendes Segundo (2005). Para análise documental serão analisados documentos lançados pelo Banco Mundial e Unesco: Prioridades y estratégias para la educación (1996); Examen del Banco Mundial (1996); What matters most in teacher policies (2012); e a Declaração de Nova Delhi sobre Educação para todos (1993). Concluímos, que várias políticas educacionais brasileiras têm sido modificadas, refletindo as prescrições dos organismos multilaterais, o receituário do Banco Mundial totalmente adverso as possibilidades de valorização docente reivindicada pelos trabalhadores da educação, tanto em aspectos sociais como financeiros, impondo um modelo de trabalho docente organizado a partir das demandas do capital.EdUECE - Editora da Universidade Estadual do Ceará2023-10-06info:eu-repo/semantics/articleinfo:eu-repo/semantics/publishedVersionapplication/pdfhttps://revistas.uece.br/index.php/ensinoemperspectivas/article/view/11606Teaching in Perspectives; Vol. 4 No. 1 (2023): Ensino em Perspectivas; 1-24Enseñar en perspectivas; Vol. 4 Núm. 1 (2023): Ensino em Perspectivas; 1-24Ensino em Perspectivas; v. 4 n. 1 (2023): Ensino em Perspectivas; 1-242675-9144reponame:Ensino em Perspectivasinstname:Universidade Estadual do Ceará (UECE)instacron:UECEporhttps://revistas.uece.br/index.php/ensinoemperspectivas/article/view/11606/9896Copyright (c) 2023 José Pereira de Sousa Sobrinho, Jociene Araujo Lima, Maria de Fatima Oliveira Santoshttp://creativecommons.org/licenses/by/4.0info:eu-repo/semantics/openAccessSousa Sobrinho, José Pereira deLima, Jociene AraujoSantos, Maria de Fatima Oliveira2024-03-10T22:57:14Zoai:ojs.revistas.uece.br:article/11606Revistahttps://revistas.uece.br/index.php/ensinoemperspectivas/indexPUBhttps://revistas.uece.br/index.php/ensinoemperspectivas/oaiensino.perspectivas@gmail.com2675-91442675-9144opendoar:2024-03-10T22:57:14Ensino em Perspectivas - Universidade Estadual do Ceará (UECE)false
dc.title.none.fl_str_mv Teaching work and precarication: the (dis)valuation of teaching work in brazilian policies, through the guidelines of multilateral organizations
Trabalho docente e precarização: a (des) valorização do trabalho docente nas políticas brasileiras, através das orientações dos organismos multilaterais
title Teaching work and precarication: the (dis)valuation of teaching work in brazilian policies, through the guidelines of multilateral organizations
spellingShingle Teaching work and precarication: the (dis)valuation of teaching work in brazilian policies, through the guidelines of multilateral organizations
Sousa Sobrinho, José Pereira de
Profissão Docente
Banco Mundial
Desvalorização profissional
Teaching Profession
World Bank
Professional devaluation
title_short Teaching work and precarication: the (dis)valuation of teaching work in brazilian policies, through the guidelines of multilateral organizations
title_full Teaching work and precarication: the (dis)valuation of teaching work in brazilian policies, through the guidelines of multilateral organizations
title_fullStr Teaching work and precarication: the (dis)valuation of teaching work in brazilian policies, through the guidelines of multilateral organizations
title_full_unstemmed Teaching work and precarication: the (dis)valuation of teaching work in brazilian policies, through the guidelines of multilateral organizations
title_sort Teaching work and precarication: the (dis)valuation of teaching work in brazilian policies, through the guidelines of multilateral organizations
author Sousa Sobrinho, José Pereira de
author_facet Sousa Sobrinho, José Pereira de
Lima, Jociene Araujo
Santos, Maria de Fatima Oliveira
author_role author
author2 Lima, Jociene Araujo
Santos, Maria de Fatima Oliveira
author2_role author
author
dc.contributor.author.fl_str_mv Sousa Sobrinho, José Pereira de
Lima, Jociene Araujo
Santos, Maria de Fatima Oliveira
dc.subject.por.fl_str_mv Profissão Docente
Banco Mundial
Desvalorização profissional
Teaching Profession
World Bank
Professional devaluation
topic Profissão Docente
Banco Mundial
Desvalorização profissional
Teaching Profession
World Bank
Professional devaluation
description This work aims to identify, from a Marxist perspective, the influence of the guidelines of the World Bank and multilateral agencies, in the direction of the Brazilian educational policy of (de)valuation of teaching work in education. This research is a bibliographical and documentary research, based on the writings of Marx (2017), Leher (2019), and Mendes Segundo (2005). Documents released by the World Bank and Unesco will be analyzed for documental analysis: Priorities and strategies for education (1996); World Bank Examination (1996); What matters most in teacher policies (2012); and the New Delhi Declaration on Education for All (1993). We conclude that several Brazilian educational policies have been modified, reflecting the prescriptions of multilateral organizations, the World Bank's recipe totally adverse to the possibilities of teacher appreciation claimed by education workers, both in social and financial aspects, imposing a model of organized teaching work from the demands of capital.
publishDate 2023
dc.date.none.fl_str_mv 2023-10-06
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://revistas.uece.br/index.php/ensinoemperspectivas/article/view/11606
url https://revistas.uece.br/index.php/ensinoemperspectivas/article/view/11606
dc.language.iso.fl_str_mv por
language por
dc.relation.none.fl_str_mv https://revistas.uece.br/index.php/ensinoemperspectivas/article/view/11606/9896
dc.rights.driver.fl_str_mv http://creativecommons.org/licenses/by/4.0
info:eu-repo/semantics/openAccess
rights_invalid_str_mv http://creativecommons.org/licenses/by/4.0
eu_rights_str_mv openAccess
dc.format.none.fl_str_mv application/pdf
dc.publisher.none.fl_str_mv EdUECE - Editora da Universidade Estadual do Ceará
publisher.none.fl_str_mv EdUECE - Editora da Universidade Estadual do Ceará
dc.source.none.fl_str_mv Teaching in Perspectives; Vol. 4 No. 1 (2023): Ensino em Perspectivas; 1-24
Enseñar en perspectivas; Vol. 4 Núm. 1 (2023): Ensino em Perspectivas; 1-24
Ensino em Perspectivas; v. 4 n. 1 (2023): Ensino em Perspectivas; 1-24
2675-9144
reponame:Ensino em Perspectivas
instname:Universidade Estadual do Ceará (UECE)
instacron:UECE
instname_str Universidade Estadual do Ceará (UECE)
instacron_str UECE
institution UECE
reponame_str Ensino em Perspectivas
collection Ensino em Perspectivas
repository.name.fl_str_mv Ensino em Perspectivas - Universidade Estadual do Ceará (UECE)
repository.mail.fl_str_mv ensino.perspectivas@gmail.com
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