A reforma do ensino médio no Brasil: uma contrarreforma trabalhista para o trabalho docente

Abstract

La investigação intentó entender la relación entre la educación y el trabajo docente en las políticas públicas, correlacionada con las modificaciones propostas para la reforma de enseñanza media em Brasil, con un esquema con cambios que vienense siendo pactados, normalizados y realizados en el campo de la área docente. Entendemos que la reforma en el analisis se constituye como un fenómeno de configuración compleja la cual conjuga las modificaciones en las relaciones y condicciones de la realización de ese trabajo, conformando una verdadera contrareforma laboral para los profesores y profesoras en las escuelas públicas estatales en Brasil. En función con ese cuadro/esquema, trabajamos con un recorte temporal relacionado en la promulgação de Ley de Directrices y Bases de la Educación, Ley N° 9394/96, hasta 2022, año de la implementación de los currículos referenciados de la reforma de los niveles 1er año de enseñanza média. El referente teórico el cual orienta y organiza la investigación tiene por base los conceptos del materialismo histórico dialectico y la consideración de sus principais categorias en la organización del percurso general de la investigación y analisis, llevadas a cabo por medio de la revisión bibliográfica, y de la investigación documental. Desde esa referência, desarrollamos un analisis de los desdobramentos e de las contradiciones del objetivo investigado, enmarcandolo en el macro contexto político, económico y social del capitalismo dependiente brasileño, en su forma particular de defensa de los intereses de las friccionar de la clase burguesa, que especialmente después del 2016, en una cresciente organicidad interior del estado y en los organismos de la sociedad civil, pasaron a actuar su domínio imponiendo una agenda de reformas, que comenzó con la de la educación. Como resultado, este estudio indica que a través de la implementación de los cambios propugnados por la reforma de la educación secundaria,desde 2017 se viene gestando un proceso de transformación en las condiciones de ejercicio de la labor docente, que ha ido instituyendo nuevas formas de expropiación de los derechos de los docentes en las escuelas públicas estatales, y constituyendo así un contingente de docentes flexibles, excedentes y polivalentes, condición que ha ido intensificando la precariedad y desprofesionalización de este trabajo.

The process of changes in public school teacher labor, based on the implementation of a high school reform underway in Brazil, is the central object of this dissertation. It sought to understand the relations between a set of documents, which, in line with and complementary to Law 13.415/2017, affected teacher labor conditions, instituting new forms of seizure of public high school teachers’ rights. The changes tied to this process are related, under development, intensifying, and revealing themselves as part of a trend that seems constituted from a multiplicity of causes, processes, and aspects connected to transformations in the world of work in the 21st century. This research follows a qualitative approach, consisting of a survey and analysis of institutional documents tied to complementary procedures for monitoring state education department websites and private hegemonic apparatuses. Such a methodological approach made it possible to identify and analyze the tensions and contradictions between what the law proposed and its fruition. The investigation sought to understand the relationship between education and work in public policies, correlating the changes proposed by the high school reform with the framework of alterations that have been agreed upon, regulated, and carried out in the field of teaching work. The reform under analysis constitutes a complex phenomenon that combines changes in the relationships and conditions for carrying out this work, forming a true labor counter-reform for Brazilian public high school teachers. Based on this framework, the time frame analyzed comprised the enactment of the Law of Lines of Direction and Bases of the Education, Law 9394/96, until 2022, the year of implementation of the curricular reform references for the 1st year of high school classes. The theoretical framework that guides and organizes the research is based on the conceptions of dialectical-historical materialism and the consideration of its main categories in the organization of the general course of investigation and analysis, carried out through literature review and documentary research. From this reference, the developments and contradictions of the researched object analyzed also considered the macropolitical, economic, and social context of Brazilian dependent capitalism, which, in its way of defending the interests of the fractions of the bourgeois class, especially after 2016, in a growing organicity within the State and civil society bodies, began to exercise its dominance by imposing a reform agenda started with education reform. As a result, this study indicates that through the implementation of the changes advocated by the secondary education reform,since 2017, a process of transformation in the conditions for carrying out teaching work has been in progress, which has been instituting new forms of expropriation of the rights of teachers in state public schools, and thus constituting a contingent of flexible, surplus and versatile teachers, a condition that has been intensifying the precariousness and deprofessionalization of this work.