The practice of teaching in a context of educational reforms

a way to control over teaching work?

Abstract

This article aims to analyze the interface between recent educational reforms and teaching work, and its implications for the formation of teachers in basic education. This theme is part of the current context of commodification and privatization in education area, in which private agents have increased their power of influence over the educational sphere and, with this, they start to interfere in public education policies, as is the case of the reform proposals in this area. The focus of the analysis is the most recent changes proposed for the educational system, having as a cut the High School Reform (Law 13.415/2017), the Common Curriculum National Base (Resolution nº 4 of 2018) and Resolution CNE/CP nº 2/2019, which establishes the Common National Base for the Initial Formation of Basic Education Teachers (BNC- Formation). It starts with the hypothesis that the implementation of these reforms intensifies the precariousness of working conditions, career and teacher formation. Among the main results of the analysis, it was observed that these reforms have led to the devaluation of teaching knowledge and intellectual work, the emptying of teacher formation, the reduction of qualified workers and the precariousness of teaching work. This article is based on the theoretical and methodological framework of historical-dialectical materialism and is supported by the areas of Sociology of Education and Work.