Trabalho docente em Goiás: reconfigurações a partir das reformas neoliberais pós-pandemia

Abstract

Embedded in the Research Line Education, Policies and Teacher Education of the Graduate Program in Education at the Federal Institute of Goiás, this dissertation analyzes how teaching work in regular state schools in Goiás has been reconfigured in the post-pandemic context, marked by the intensification of neoliberal reforms, the expansion of educational managerialism, and the consolidation of the platformization of education. Grounded in the Marxian understanding of labor as an ontological category and in the contributions of Saviani (2007; 2011), Frigotto (2009), Duarte (2004), Hypólito (2019), Freitas (2014), and Antunes (2020), the research conceives teaching as a social, historical, and contradictory practice, permeated by tensions between human formation and market-oriented rationality. The study adopts Historical-Dialectical Materialism as its method and conducts documentary analysis of ordinances, guidelines, institutional reports, digital platforms, curricular matrices, and pedagogical materials produced by the Goiás State Department of Education (SEDUC-GO) between the COVID-19 pandemic and the post-pandemic period, with emphasis on programs such as NetEscola, GoiásTec, and Revisa Goiás. As an original contribution, the research demonstrates that these policies do not operate in isolation but rather constitute an articulated technical-managerial ecosystem sustained by digital platforms, standardized teaching materials, external assessments, essential skills matrices, pedagogical monitoring, and teacher accountability mechanisms. The analysis shows that mechanisms initially implemented as emergency responses to the pandemic became institutionalized as permanent policies for regulating pedagogical work, redefining the functions, temporalities, practices, and purposes of teaching. Within this process, the expansion of logics of standardization, performativity, and control becomes evident, bringing teaching work closer to forms of work intensification and “uberization,” as discussed by Antunes (2020) and Cóstola (2021). The findings also reveal a gradual erosion of the intellectual and formative dimensions of teaching, in which teachers tend to be displaced from their position as subjects of the educational process and increasingly reduced to the role of executors of protocols, instructional materials, and institutional targets. By unveiling these contradictions, the study contributes to the critical debate on contemporary transformations of teaching work, emerging forms of pedagogical control, and possibilities for resistance in defense of public education, teacher autonomy, and emancipatory human formation.