A proletarização do trabalho docente: impactos da precarização na identidade e condições de trabalho dos professores

Abstract

This undergraduate thesis analyzes the process of proletarianization and precarization of teaching work in Brazil, focusing on the impacts on professional identity and conditions for remaining in the profession. The research, qualitative in approach and of a bibliographic and field nature, is based on authors such as Paulo Freire, Maurice Tardif, Amanda Moreira da Silva, Dalila Oliveira, Esquinsani, and Santos, articulating a critical reflection on the political, social, and economic transformations that have reconfigured the teaching profession in recent decades. The study was developed with teachers of early childhood education and elementary school (grades 1-5) in the municipality of Resende (RJ), using digital questionnaires and semi-structured interviews, which made it possible to identify challenges such as the intensification of working hours, the overload of functions, professional devaluation, and lack of institutional recognition. The results show that the precarization of teaching goes beyond salary and contractual dimensions, also reaching subjective aspects, such as the weakening of autonomy and the loss of meaning in pedagogical practice. The so-called "teacher shortage," resulting from the low attractiveness of the career and the absence of effective public policies to value teachers, is also discussed. It is concluded that overcoming this crisis requires integrated policies for training, recognition, and professional development, based on social justice and the dignity of the teaching profession, since valuing teachers is an indispensable condition for building an emancipatory and humanizing education.