Acessibilidade / Reportar erro

Reconfiguration of teacher’s work: an examination of the introduction of pedagogical intervention programs

ABSTRACT

This paper analyzes the changes in the work of elementary school teachers in public schools of the state of Rio Grande do Sul, after the introduction of a pedagogical intervention program developed from 2007 to 2010. The concepts of disqualification, requalification, intensification, and performativity, based on the work of Michael Apple and Stephen Ball are mobilized in the research. The interviews with teachers, the observations, and the materials from the Alfa and Beto Institute – the program which was implemented – were analyzed through the theoretical focus of these concepts. The text characterizes the transformations that educational policies, based on managerialist configurations of the state – embodied in this program – generate in teachers' work. In the field that was studied, teachers are transformed into executors of a preconceived program and lose their autonomy at the same time that new tasks, dealing with the control of the contents and rhythms, have to be learned. In this transformed work, the choreographed measurement of teachers' actions becomes more important than the content of this action.

KEYWORDS
elementary school; educational work; managerialist Estate

ANPEd - Associação Nacional de Pós-Graduação e Pesquisa em Educação Rua Visconde de Santa Isabel, 20 - Conjunto 206-208 Vila Isabel - 20560-120, Rio de Janeiro RJ - Brasil, Tel.: (21) 2576 1447, (21) 2265 5521, Fax: (21) 3879 5511 - Rio de Janeiro - RJ - Brazil
E-mail: rbe@anped.org.br