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Copyright of GeSec: Revista de Gestao e Secretariado is the property of Sindicato das Secretarias e Secretarios do Estado de Sao Paulo (SINSESP) and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

The text discusses part of the results of the research "Education and Rural Schooling in the times of the Covid-19 pandemic" conducted by groups from the Rede Latino-Americana de escudos e pesquisas em Educação do Campo. Our objective is to analyze the working conditions of teachers in rural schools during the Covid-19 pandemic. We started with data resulting from interviews conducted with questionnaires and answered virtually. Out of the 645 responses we obtained, we selected 18 teachers who work in rural schools in the years 2020 and 2021. We begin the text by discussing labor and the worker, drawing on Marx, in the context of a society guided by the development model of capital. In the second part of the text, we specifically address the working conditions of teachers in rural schools during the Covid-19 pandemic; the analysis is based on the statements of the interviewees, engaging with the elements they brought forward. The precarization of work and the exhaustion of teachers during this period became evident. Finally, we present some considerations about the experiences lived by teachers during the pandemic.

This article is concerned with the discourses of teachers and teaching work that have circulated in UK and US education policy circles during the COVID-19 pandemic. Drawing on UK and US policy texts published in Spring and Summer 2020, we discuss how the policy discourses underpinning these texts re/define and mis/recognise teaching work. On a theoretical level, the article bears on a poststructuralist tradition calling, inter alia, for a critical deconstruction of discourses and the relationships of power they sustain, while also borrowing from critical theorists' understandings of social justice. We argue that while some aspects of teachers' work have attracted more visibility and recognition, these processes have been partial and coexist with the strengthening of some of the hierarchies of teaching work in place prior to the pandemic. [ABSTRACT FROM AUTHOR]

The relationship between schools and families is a topic of study and reflection that has shaped the organizational history of the teaching sector at various historical junctures. A significant concern within this collective of workers today is the recurring instances of violence in public schools (especially at the early childhood level) stemming from accusations of child abuse against members of the teaching and/or auxiliary staff. This study aims to explore the perspectives and organizational strategies employed by certain sectors of the teaching collective in response to this complex issue, given the severity of the allegations underpinning these expressions of discontent. These incidents not only violate the rights to psycho-physical integrity of children but also cast suspicion on longstanding teaching practices and the ongoing struggles that some union groups identify as their own, particularly those advocating for kindergartens as "territories of childhood, care, tenderness, and education." Initially, we narrate specific episodes and outline the explanatory hypotheses formulated by the teaching collective regarding these situations. Subsequently, we focus on analyzing the union strategies emerging within the school environment as a workspace and the responses proposed by institutionalized union organizations. [ABSTRACT FROM AUTHOR]

The article presents results from a state-of-the-art review on gender and unionism in education, focusing on theses and dissertations from Brazilian Post-Graduation Programs in Education between 2012 and 2023. The period is justified by a previous state-of-the-art review covering similar works published between 1987 and 2011. The databases used were the CAPES Open Data and CAPES Theses and Dissertations Catalog. The study highlights a dual advancement in Brazilian research production in these fields: gender studies have been multiplying geometrically over the last 40 years, and studies on unionism in education have gained significant momentum since the establishment of the ASTE Network (Network of Researchers on Associativism and Unionism of Education Workers) in 2009. However, the intersection between these two fields remains limited. The article elucidates and discusses the distinctive features of the eleven studies identified, comprising eight dissertations and three theses, which were primarily authored by women (with only one male researcher), primarily supervised by women (with seven female advisors and two male advisors), and primarily focused on investigating female teachers, with only one study addressing LGBT+ issues. [ABSTRACT FROM AUTHOR]

Copyright of Pedagogía y Saberes is the property of Universidad Pedaggica Nacional and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Abstract The COVID-19 pandemic necessitated a shift to remote education, significantly impacting teachers and students. This study, the second phase of a longitudinal research project, examines the work context of university professors during the pandemic. Focusing on changes in their work environment, the study involved interviews with three professors, analyzed from a constructivist-interpretative perspective. Key findings indicate a merging of home and work spaces, overlapping professional and personal time, and new costs associated with remote work. The findings also showed increased administrative responsibilities and a lack of institutional support. Furthermore, the study observed reduced work-related interactions and rest periods, counterbalanced by improved flexibility and institutional communication. These insights deepen the understanding of teaching dynamics during the pandemic and its broader life impacts. However, limitations included the study’s small participant number and their single-course affiliation. Future research could expand to diverse courses and a larger pool of participants. Investigating female teachers’ reproductive work to address gender inequality in higher education is also an important goal.

This article analyzes the working conditions of teachers in the Degree in Rural Education (LEdoC) at Campus Mazagão at the Federal University of Amapá (Unifap). Our study is scoped to the period since the implementation of this LEdoC, in 2014, until the moment of suspension of its face-to-face activities, in early 2020. The research problem is: what were the teaching working conditions at LEdoC, during its first years of existence? The examination of these conditions took place through oral history interviews and documentary research. The results show that the State, when executing educational policies for the LEdoC, did not guarantee a minimum structure to the Campus Mazagão and, as a result, the teaching work carried out there was precarious and intensified.

This article addresses the phenomenon of World-Class Universities, their implications for university teaching work, and resistance to the model in the USA and Brazil. It is based on bibliographic research, drawing from books and articles published in national and international journals. The text discusses the shaping of the world-class model in the USA driven by capitalist dynamics within institutions, reflecting the intersection of education, research, economy, and power, while Brazil adopts the model under international pressure with its own characteristics. We demonstrate that the universalization of this model has consequences for teaching work in the USA and Brazil, the main one being the precariousness of teaching work. Finally, we discuss the role of unions and teaching resistance to the model. [ABSTRACT FROM AUTHOR]

The aim of this article is to investigate how the constituent elements of teaching work (AMIGUES, 2004; BRONCKART, 2009; CLOT, 2006; MACHADO, 2007; 2009) are represented in internship reports. Based on the theoretical and methodological assumptions of Work Sciences (French Ergonomics and Activity Clinic), this study consists of an exploratory research, of a qualitative nature, carried out from the analysis of five internship reports, produced at the end of the discipline of Supervised Internship II, allocated in the 7th period of the English Language Course, distance learning modality, offered by the Universidade Aberta do Brasil, in partnership with a public university that offers this course both in Paraíba and Bahia states. We adopted, as a category of analysis, the elements that constitute the teaching work. The analysis revealed that the prescriptions, collectives, tools and tasks are represented in these narratives in the form of self-reflections on the teaching practice of beginning teachers [ABSTRACT FROM AUTHOR]

This research analyzes the work of multi-level elementary school teachers when teaching Spanish in order to identify the didactic repertoire they mobilize while teaching. As theoretical support, the authors make use of the notion of didactic repertoire from sociodiscursive interactionism and they explore it through a comparison of the dimensions of real work (what actually happens in the classroom) and its representation (the discourse on practice). Data were gathered in two phases. During the first one, the authors carried out interviews of 12 teachers from four different States of the Mexican Republic; for the second one, they analyzed the classroom dynamics of three of those female teachers. The results show the didactic issue that represent teaching in multi-level classes, since the teachers have to mobilize knowledge about contents and about how to teach them, to organize teaching, about the context and also the institutional requirements. [ABSTRACT FROM AUTHOR]

This article is aimed at analysing the modes in which educational instruction and equality are joined together in the official pedagogic discourse in Argentina during the period 2003-2019. This short period encompasses two moments of engaging in debates over the nature of this articulation--namely, the presidencies of Néstor Kirchner followed by Cristina Fernández (2003-2105) and that of Mauricio Macri (2015-2019). The analysis will be constructed through conceptual tools and methodologies arising from a political analysis of the discourse and will involve a set of documents that constitute expressions of the official discursiveness on the national level. The trajectory realised in this review considers three political-pedagogical antagonisms throughout the length of the period analysed: regarding (i) the idea of equality in official discourse, (ii) pedagogy as specific language for the construction of educational policies, and (iii) the degree of politicizing in the training and work of teachers. [ABSTRACT FROM AUTHOR]

El artículo tiene como objetivo principal mostrar un panorama general sobre los estudios del magisterio en territorios rurales en México, desde la revisión documental de un corpus de 45 textos especializados de las últimas dos décadas, a partir de tres ejes temáticos específicos: 1) la docencia y el trabajo docente en contextos rurales; 2) la formación docente para los territorios rurales y sus especificidades, y 3) el estudio de las maestras en tanto mujeres y la particularidad genérica del trabajo docente que realizan. En cada eje se enfatizan los principales hallazgos y avances, pero también los vacíos y puntos todavía por investigar sobre el tema. La revisión tiene también como finalidad evidenciar la relevancia actual de los estudios sobre el magisterio rural y su elección como una apuesta política para reivindicar el trabajo docente del magisterio. Researching teachers in rural territories in Mexico. A brief documentary review Abstract The main purpose of this article is to present a general overview of teaching studies in rural territories in Mexico, made from a documentary review of a corpus of 45 specialized texts from the last two decades and based on three specific thematic axes: 1) teaching and teaching job in rural contexts, 2) teacher training for rural territories and its specificities, and 3) the study of teachers as women and the gender specificity of the teaching work they perform. In each axis, the main findings and advances are emphasized, but also the gaps and aspects still to be investigated. The review also aims to demonstrate the current relevance of studying rural teaching as well as pose it as a choice of political bet to vindicate the teaching job of the faculty.

A key tool amongst the strategies used by teachers to combat stress at work is the construction and development of a professional identity. The underlying idea is that professional identity has the potential to prevent or help teachers to overcome burnout, a problem that is increasingly common within the profession. We conducted a multiple case study and analysed five subjective learning experiences recounted by novel teachers working in Chile, Ecuador, Brazil, Spain and Australia. Results show that (i) teachers constantly experience scenarios that lead to stress or exhaustion and involve various negatively valenced emotional evaluations; (ii) the substitution of these evaluations is particularly relevant, as it contributes to the formation of new meanings and positions relative to the situation; (iii) this repositioning may be connected to particular objects, to the subjects themselves, or to positions within the community in question; (iv) positively valenced emotional evaluations may be substituted for negatively valenced emotional evaluations, reflecting that positional changes are not always fruitful; and (v) some emotionally valenced evaluations endure over time and are key generators of professional stress. [ABSTRACT FROM AUTHOR]

The present study is part of the project “University Pedagogical Advisory: singularities and synchronicities in an international scenario”, developed by brazilian, argentine, uruguayan and portuguese universities with the objective of systematizing the concepts and practices of pedagogical advisory in higher education institutions (HEIs) of the countries involved. It is a research of multiple cases with quantitative and qualitative procedures. A methodological design for data collection was organized, including questionnaires to the advisory teams of each university involved and to the professors who had participated in formative processes promoted by the HEI. The authors who supported the analyzes and interpretation of the study were, mainly, Cunha (2008, 2010, 2022), Hamermüller (2022), Sousa Santos (2000), Pimenta and Anastasiou (2002), Nóvoa (1992). We realize, from the historical review exposed in the text, that the movements generated for university pedagogical advisory at Universidade Federal de Pelotas (UFPel) were designed and redesigned over different political periods and management models. Considering, however, from the depositions of our interlocutors, the importance of university pedagogical advisory is evident, since they bring reflections on practice and perceptions about concepts and understandings of teaching work. [ABSTRACT FROM AUTHOR]

This research deals with a discussion about the complexity of the coexistence of multiple cultures, difference and diversity, in the scope of professional education. The school, as a microsphere of society, must promote the recognition of different knowledge, peaceful interaction, reciprocity, respect and human dignity. Sometimes, however, excluding behaviors are reproduced, marginalization of different cultures, in which conflicts between subjects who interact in the school environment are characterized. Its objectives are to identify and analyze the discourse present in the guidelines and legal regulations regarding difference and diversity in professional and technological education, as well as the interpretation of these documents by teachers and coordinators of a teaching unit of a state public institution of professional and technological education. [ABSTRACT FROM AUTHOR]

Copyright of Reflexão & Ação is the property of Universidade de Santa Cruz do Sul and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Espacios en Blanco. Revista de Educacion is the property of Espacios en Blanco Serie Indagaciones and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Meta: Avaliação is the property of Revista Meta: Avaliacao and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

This article aimed to analyze the commodification of higher education and the impact of digital technologies and the coronavirus pandemic on the level of learning and work of university professors. The methodology used was a bibliographical review – with content analysis (theoretical-deductive and dialectic), in a qualitative and quantitative way. The conclusion was that the process of commodification of higher education, the economic crises and the COVID-19 pandemic boosted the implementation of the virtual class system, in hybridity with face-to-face classes, impacting the quality of teaching and the work of teachers. university students, who started to face difficulties with the volume of work, with the mastery of new digital tools and with the challenge of maintaining the level of engagement and learning of students.

The paper aims to analyze the accelerated growth of distance education (EaD – acronym in Portuguese), its relationship with the COVID-19 pandemic and the advancement of digital technologies in teacher training in a context of private-commercial domain and capitalism platform. Digital business platforms and private HEIs are driving the growth of distance learning, transforming it into a profitable market. These peculiar service companies act as intermediaries, connecting students, teachers, and educational institutions through their digital platforms. The analysis undertaken here considers data from the INEP Higher Education Census since the last decade of the 20th century, focusing, however, on more recent times, from the triggering of the COVID-19 pandemic which, in our understanding, served as a catalyst for the exorbitant expansion of EaD. The article seeks to establish the debate on equal access to education, digital inclusion, as well as reflecting on the privacy of the actors involved in the teaching-learning process and also on the conflict between public and private, especially in teacher training in Brazil.

The article analyzes the impacts of the preparation process for the Exame Nacional de Desempenho dos Estudantes (ENADE) on teaching work and the internal guidelines of one private higher education institution. Referenced in the Historical-Dialectical Materialist method, it highlights that ENADE has become the protagonist of the National Higher Education Assessment System of Brazil, conditioning the daily life of higher education Institutions, especially private ones, which causes concern and demands from the Dean's Office. of the investigated institution. Note that students' preparatory activities for ENADE are focused on classes submitted to external assessment, in parallel to the curricular matrix, through workshops and lectures. This process places a burden on professionals who find themselves in a scenario of excessive demands for good results in external evaluation.

The article discusses the perceptions linked to teaching work, developed by students during the supervised curricular internship experiences (stage II), in the Degree in Rural Education: qualification in Arts (Visual Arts, Performing Arts and Music), offered at the Federal University of Northern Tocantins (UFNT). The investigative path was initially developed through a bibliographic review with the aim of conceptual deepening, followed by a referential inventory from the survey of theses and dissertations on the portal of the Brazilian Digital Library of Theses and Dissertations (BDTD), seeking to identify research carried out from 2014 to 2021, which place the supervised curricular internship in the initial training of teachers and the supervised curricular internship in the formative singularity of the degree in Rural Education. In addition to these resorted to, a documentary analysis was carried out on the internship reports prepared by the students, during Supervised Curricular Internship II, in the second half of 2018, the last offer of this stage in the modality in person in the period leading up to the COVID-19 pandemic, caused by the SARS-CoV-2 virus. From the analyzes carried out, two subcategories linked to teaching work were identified: Teacher professional training and Educator's role, considered interdependent according to the objective outlined for the investigation. It is concluded that the internship experiences help the student in training to develop understandings about becoming a professional. Perceptions about professional work, based on active and direct contact with the school environment, demonstrate that assuming the position of educator enables the identification of the functions assigned to it: difficulties, pleasures, experiences, development of pedagogical activities, planning, recognition of the diversity of people and realities, allowing the student - trainee to project the social roles that can be played in the exercise of the profession.

Copyright of GeSec: Revista de Gestao e Secretariado is the property of Sindicato das Secretarias e Secretarios do Estado de Sao Paulo (SINSESP) and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

The writing deals with the correlation between caring and educating from the point of view of daycare monitors and teachers. The discussion is based on curricular documents about and for Early Childhood Education, in dialogue with authors who discuss the theme. Our main objective is to analyze the correlation between caring and educating based on the relationship between teachers and monitors of municipal daycare centers in Tocantinópolis (TO). The methodology used was the bibliographic analysis followed by the application of a questionnaire to teachers and monitors, with objective and discursive questions referring to the work they develop and the relationships that involve this work. From the analysis carried out, we consider the need for continuous training proposals for early childhood education professionals to be evident, since a constant attempt to divide between the practices of educating and caring is still perceptible, according to the understanding of some teachers present in these educational institutions.

The research investigates how teachers who work in Early Childhood Education in Porto de Moz - PA think about their pedagogical practices and children's learning in the face of the problem of overcrowding in preschool classes. It aims to identify the factors that cause overcrowding in preschool classrooms and their implications for children's learning; as well as examining the difficulties that teachers face in their practices in overcrowded classes. This is a qualitative exploratory study developed in a public school in Porto de Moz-PA, from November to December 2021, through the application of a semi-structured questionnaire directed at three teachers of Early Childhood Education. The results indicate that the overcrowding of classes harms the child's development by not allowing recreational activities, aspects that affect the quality of the teachers' pedagogical work; Also noteworthy is the lack of investment in building more schools in the city, the inadequacy of the physical structure and the lack of support from municipal management, the Municipal Secretary of Education with the education of children and the work of teachers.

This article deals with how teaching work was represented in public policies through the opinions issued by the CNE during the pandemic, confronting the reality experienced in educational institutions. It aims to analyze the focus given by them to the teaching work, through these documents and field research carried out in a focus group with teachers. Forthat, we used as a methodology, bibliographical survey, analysis of the opinions issued by the CNE and empirical research with a focus group of teachers who experienced the pandemic period, in the city of Goiânia. It is concluded that although the teachers are mentioned in the documents, what is evidenced by the practice presented by the teachers are policies that did not coincide with the reality experienced in the context of education during the use of remote teaching. [ABSTRACT FROM AUTHOR]

Copyright of Revista Foco (Interdisciplinary Studies Journal) is the property of Revista Foco and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

The paper aimed to comprehend the articulation between the continued teacher training proposes for Kindergarten teachers in the Municipal Education Network from Santa Maria, Rio Grande do Sul, and materialized on National Pact for Literacy at the Right Age (PNAIC) and Municipal Literacy Program (PROMLA). From a qualitative approach, we problematize the Program's proposals and their impacts on teaching work and on the Kindergarten curriculum. In the investigative process, as data producing instruments, we used semi-structured interviews and online questionnaires with the participation of eight people. We identified that the PNAIC training had multiple interpretations, its execution is also given by the conceptions of the subjects responsible for putting it into practice, in the face of many weaknesses and governmental neglect. In this context, we witnessed the creation of PROMLA, which did not obtain the necessary subsidies for a qualified and respectful training process with the specificities of ages, reinforcing traditional and prepared teaching discourses and practices, clearly focused on literacy. [ABSTRACT FROM AUTHOR]

This article explores the social significance of the work done by literacy teachers, using Aguiar and Ozella's (2006) methodology of core meanings. To achieve this, interviews were conducted with literacy teachers working in the Initial Literacy Blocks (BIA) within the public education system from Distrito Federal. These interviews aimed to delve into the analytical axes of the teaching profession, the unique aspects of teaching literacy in the early years of elementary education, and the theoretical and methodological perspectives of literacy education. The findings reveal that, based on the teachers' statements, the work in literacy classrooms includes elements that shape their perceptions of how their work is acknowledged or disregarded, appreciated or undervalued, supported and demanded within the broader social context in which it operates as a social practice. [ABSTRACT FROM AUTHOR]

The current study analyzes the two teachers' planning in habitual teaching situations, based on a methodological case study strategy. The coordinating sessions, in which the teachers jointly planned their respective classroom work, were recorded and transcribed. The conversations were submitted to content analysis to identify and characterize the topics of discussion. The results show that teacher planning is a complex activity mediated by situated representations of the tasks of learning. Among these representations, we emphasize those that allow both teachers to preview tasks as activities situated in practice and to visualize their "plan of action.". [ABSTRACT FROM AUTHOR]

Copyright of Tesla Revista Científica is the property of Puerto Madero Editorial Academica and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Journal of Psychology (UNLP) / Revista de Psicología (UNLP) is the property of Facultad de Psicologia Universidad Nacional de La Plata and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

The work context of university professors triggers mental illness. This quali-quantitative study aimed to identify the prevalence and predictors of common mental disorders (CMDs) in university professors, as well as to analyze the perception about the work context. A survey (n = 69) and semi-structured interviews were carried out (n = 3). The questionnaire used consisted of socio-demographic questions, the Self-Reporting questionnaire (SRQ-20) and the Inventory of Work and Illness Risks (ITRA). Bivariate, multivariate, and content analyses were performed. There was a prevalence of CMDs in almost a third of the participants, where the lack of job recognition and the work regime (non-exclusive dedication) were its predictors. Qualitative data showed that socio-professional relationships were well evaluated; work conditions and organization were identified as adverse. It is concluded that work regime and professional recognition have an impact on teachers’ mental health.

The purpose of this study is to analyze, through the Private Higher Education Teaching Work Precariousness Scale (EPTDESP), teaching work in private Brazilian higher education institutions (HEIs), focusing on its precarization. In this exploratory research, a quantitative survey study was conducted with 607 private HEIs professors from the South and Southeast regions of Brazil. Analysis included descriptive statistics, correlation analyses, and hypothesis tests. The results corroborated recent discussions that show the intense process of precariousness suffered by private HEIs professors in Brazil. By the hypothesis tests, it was confirmed that the type of employment bond significantly affects the perception of the degree of precariousness in these HEIs, and that the degree of precariousness significantly affects the interest of the professor in entering the teaching career in public HEIs.

In this article we analyze the teaching work done by two teachers from northwestern Mexico in a multigrade indigenous school. The indigenous service of Baja California serves mostly children from groups originating from other states of the country who arrived along with their parents, most of them agricultural day laborers, in search of work. From a qualitative approach, the study includes in-depth interviews with two teachers, observation in discussion spaces of the teaching groups and the on-site practice of a teacher during the closure of schools due to the health contingency caused by COVID-19. The findings reveal the organization of the daily teaching activities inherent in multigrade organization, the additional tasks to teaching, the forms of participation promoted by teachers, and the different manifestations and difficulties of their practice. The home education of indigenous teaching, to continue teaching students in rural areas, is the most significant finding.

The purpose of this study is to analyze, through the Private Higher Education Teaching Work Precariousness Scale (EPTDESP), teaching work in private Brazilian higher education institutions (HEIs), focusing on its precarization. In this exploratory research, a quantitative survey study was conducted with 607 private HEIs professors from the South and Southeast regions of Brazil. Analysis included descriptive statistics, correlation analyses, and hypothesis tests. The results corroborated recent discussions that show the intense process of precariousness suffered by private HEIs professors in Brazil. By the hypothesis tests, it was confirmed that the type of employment bond significantly affects the perception of the degree of precariousness in these HEIs, and that the degree of precariousness significantly affects the interest of the professor in entering the teaching career in public HEIs. [ABSTRACT FROM AUTHOR]

The objective of this essay is to discuss the attacks suffered by public school teachers by other workers during the Covid-19 pandemic, relating this situation to the process of precarious work that, in this particular period of capitalism, enhances the subjective constitution of resentment. To achieve this, a qualitative and bibliographical study is carried out, with references that include Dardot and Laval (2016), Antunes (2000; 2009; 2018; 2020), Alves (2007), and Kehl (2020). Composed of two central sections, the writing elucidates the process of precariousness that affects workers in capitalism and relates it to the constitution of resentment, which foments clashes between workers. From the discussion, the role of education in recognizing and strengthening struggles against the subordination of subjects to a work format that objectifies them is invoked, with humanization being the opportunity for change. [ABSTRACT FROM AUTHOR]

The objective of this essay is to discuss the attacks suffered by public school teachers by other workers during the Covid-19 pandemic, relating this situation to the process of precarious work that, in this particular period of capitalism, enhances the subjective constitution of resentment. To achieve this, a qualitative and bibliographical study is carried out, with references that include Dardot and Laval (2016), Antunes (2000; 2009; 2018; 2020), Alves (2007), and Kehl (2020). Composed of two central sections, the writing elucidates the process of precariousness that affects workers in capitalism and relates it to the constitution of resentment, which foments clashes between workers. From the discussion, the role of education in recognizing and strengthening struggles against the subordination of subjects to a work format that objectifies them is invoked, with humanization being the opportunity for change. [ABSTRACT FROM AUTHOR]

Copyright of Trabalho & Educação is the property of Work & Education of the Graduate Program, Faculty of Education, Federal University of Minas Gerais and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

In Mexico, as in other countries, several circumstances have converged to inform political decisions that have driven a series of reforms in higher education. The reforms are designed to improve the performance of higher education institutions and their adaptability to new economic and social scenarios, as well as foster changes to the way they operate and to the way work is organised in them, and especially the work related to teaching. This article describes the impact the reforms have had on the organisation of teaching activity in several centres belonging to the University of Guadalajara. This description has been made under the assumption that the reforms may simultaneously prompt organisational tendencies of very different natures and effects. Finally, the article outlines the manner in which the changes in teaching activities have influenced the job satisfaction of teaching staff. [ABSTRACT FROM AUTHOR]

The present study aimed to understand the perception of teachers, in relation to the suffering and pleasure resulting from the change in the work environment, during the Covid-19 pandemic. The research brings as a theoretical contribution the psychodynamics of work, in the context of the Covid-19 pandemic, in the work relationships of teachers, regarding the pleasure and suffering perceived during this time of remote teaching. The study was conducted through a qualitative approach, with a case study being carried out in a higher education institution. From the coding and categorization of the data produced, the results point out, regarding suffering, mental exhaustion, in their adaptation to the "new" work environment and, also, adequacy of their teaching routine, which came to generate conflicts with housework. As for pleasure, it was found that learning new teaching methods was seen as a personal and professional satisfaction. [ABSTRACT FROM AUTHOR]

In this article, qualitative research data are presented and the precariousness of the teaching career in the municipal public school network of Palmas/TO is analysed. The study was conducted based on documental sources that regulate the structure of the Teaching Profession Career Plan, including the National Education Plan; the Municipal Education Plan of Palmas; and the Plan of Positions, Careers and Remuneration of that municipality. It is elaborated an interlocution between the normative scope and studies of the area, anchored, among others, in the references of OLIVEIRA (2004); ROMANOWSKI (2005); FELDMAN & GOUVEIA (2022). In the study, it was identified that the lack of public competition and the temporary maintenance of teachers contribute to the dismantling of public education. [ABSTRACT FROM AUTHOR]

This qualitative research aims to analyze the conditions of teaching work in the Integral Education Program, from the perspective of the school management team. Data collection took place through a questionnaire and semi-structured interview. From the descriptive-interpretative analysis, we identified positive aspects and weaknesses in the program, such as exclusive dedication made possible by the RDPI and the salary increase through the GDPI. About weaknesses: a possible technicist character, pressure for good performance through evaluations, absence of substitute professionals, increase in the number of classes, decrease in the teaching staff, work overload and lack of continuing education actions. Therefore, although the PEI has aspects that can contribute to good working conditions and, consequently, the promotion of "good quality education", the program is the result of the nuances of neoliberal reforms that worsen and make working conditions precarious over the years. [ABSTRACT FROM AUTHOR]

The objective of this article was to explore the socio-emotional competence of the teacher, from basic secondary school, from his perceptions, in the interaction with the students and in the exercise of his work. The research was qualitative, interpretive and comprehensive; which allowed giving the leading role to the teacher, so that his voice, from his experience, could be heard. Socio-emotional competencies were approached from the analysis of emotional awareness, emotional regulation, emotional autonomy, social competence, for life and well-being. It was concluded that educators consider that their socio-emotional skills are necessary in interactions with students and that they require more preparation to solve situations that go beyond academics. Educational authorities are recommended to train educators in these skills, based on the realities of each context. [ABSTRACT FROM AUTHOR]

The research aimed to comparatively understand the experiences of pleasure-suffering formed by the dynamics of recognition of teaching work, in schools with contrasting performances, under the lens of Psychodynamics of Work. A survey investigates whether there is a difference in the dynamics of recognition and in the experiences of pleasure-suffering of teachers who attend schools with different performances in the Basic Education Development Index (IDEB). The methodology was qualitative in nature with interviews with third-year teachers. Differentiation was identified in the teachers' experiences in comparison to the different performances of the schools in the IDEB. This result confirmed the commitment assumed in the research. [ABSTRACT FROM AUTHOR]

Pedagogical practice is the teaching action, carried out with the intent to educate and guided by methodologies consistent with the pedagogical purpose. In this sense, the present study aimed to analyze the practices experienced in the daily life of the institution of Early Childhood Education, from the perspective of the pedagogical coordination, with reference to an Early Childhood Education Center located in the city of Sobral - Ceará. The methodology is based on a qualitative and descriptive investigation supported by documental analysis and by reports of experi ences of pedagogical coordinators of early childhood education. The theoretical framework dialogues with the propositions of Barbosa (2006), Fochi (2015; 2023), Franco (2012; 2015), Oliveira-Formosinho (2019), Proença (2018), and Santiago and Neto (2016). The data indicate a relative distance between the actions of teachers of infants and young children and the guidelines of the documents that make up the public policy for early childhood education at the municipal level. [ABSTRACT FROM AUTHOR]

The objective of this text was to analyze how the working conditions of Early Childhood Education teachers appear in the Municipal Education Plan (PME) of the municipality of Capim Grosso, state of Bahia. The study was carried out through a document analysis of the Municipal Education Plan. The results indicated that the municipality of Capim Grosso has not yet managed to meet many of its goals, many of which are just copies of the National Education Plan, which is impossible to be carried out, so it is likely that many strategies could have been carried out without any commitment. with the future of education in the municipality and with the demands of contemporary education. [ABSTRACT FROM AUTHOR]

The objective of this text was to analyze how the working conditions of Early Childhood Education teachers appear in the Municipal Education Plan (PME) of the municipality of Capim Grosso, state of Bahia. The study was carried out through a document analysis of the Municipal Education Plan. The results indicated that the municipality of Capim Grosso has not yet managed to meet many of its goals, many of which are just copies of the National Education Plan, which is impossible to be carried out, so it is likely that many strategies could have been carried out without any commitment. with the future of education in the municipality and with the demands of contemporary education. [ABSTRACT FROM AUTHOR]

This research describes teachers and principals' experiences related to the work by beginner teachers in vulnerable contexts in pandemic times. The paper's objective is to understand the complex reality of a critical period that, instead of the usual catastrophes and disasters that have a more limited scope, has extended in time. It is expected to contribute to the development of knowledge about teaching and its contextual conditions that would allow the tracking of teaching work as it adapts to the changes that may arise as a result of the pandemic. Using a qualitative-interpretative paradigm, 14 public school teachers in their second year of professional exercise and eight of their principals were interviewed. Data analysis show changes in teaching associated to remote work. These occur, firstly, through transformations in the organization, the work space and pedagogical priorities; secondly, consequences such as teacher discomfort, new teaching-learning conditions and strategies are made evident; lastly, the modulation of established interpersonal relationships is exposed, among which the role of other teachers, educational assistants and managers stands out. [ABSTRACT FROM AUTHOR]