Desire of performance in the discursive field on teachers’ deprofessionalization

• Autor(a) principal: Brittes, Letícia Ramalho
• Data de Publicação: 2021
• Outros Autores: Costa, Joacir Marques da, Lima, Cléber Lixinski de
• Tipo de documento: Artigo
• Idioma: por
• Título da fonte: Research, Society and Development
• Texto Completo: https://rsdjournal.org/index.php/rsd/article/view/11702
• topic: Gestión democrática; Neoliberalismo; Performatividad; Trabajo docente; Desprofesionalización.; Gestão democrática; Neoliberalismo; Performatividade; Trabalho docente; Desprofissionalização.; Democratic management; Neoliberalism; Performativity; Teachers'work; Deprofessionalization.

The principle of democratic management in the Brazilian educational system goes  discursively foward by directions of the Federal Constitution of 1988 and the LDB - the main policy that guides Brazilian education - (Law 9.394/96) which moves new configurations for teachers' work. From that context this study intends to problematize how the democratic/neoliberal focus and its meaning dissolutions has working in parallel with the performatic culture, mapping new roles and new profiles to the teachers' work. To do that, we developed a bibliographic research to support the discussion on work, management, and  global/ local discursive fields of educational policies. We conclude that when a performatic culture works over the teachers' work, it produces deprofessionalization meanings, which are linked, above all, to an imagined autonomy process that might generate bigger control and engagement of the teachers in the educational accountability  policies. So, facing those problems, we can believe that the teacher is the fundamental keystone to promote discursive movements in the educational policies, considering their potential engagement as to performance desire as to design the ways to recontextualize those policies, which might lead them to the success or failure in educational process.