CONDIÇÕES DE TRABALHO DOCENTE E INTENSIFICAÇÃO DO TRABALHO PEDAGÓGICO NAS REDES PÚBLICAS DE ENSINO

Abstract

Teaching work in public school systems constitutes a complex social practice, historically shaped by political, institutional, and organizational determinants that structure the mediation of knowledge and define the objective conditions for professional practice within schools. In recent decades, transformations in educational policies and school management models have reorganized the temporal, spatial, and functional dimensions of teaching, producing changes in the division of pedagogical labor and placing pressure on professional autonomy through the expansion of administrative duties, the growing centrality of external evaluations, and the intensification of accountability mechanisms. The general objective of this study is to analyze how educational policies and school management models reconfigure teachers’ working conditions and generate processes of intensification of pedagogical work in public school systems. The specific objectives include examining conceptions of teaching work and the organization of pedagogical labor, identifying mechanisms of accountability and performativity that affect school practice, and understanding the repercussions of work intensification on institutional dynamics and teachers’ health. In this context, the study asks: How have educational policies and school management models reconfigured teachers’ working conditions and produced processes of intensification of pedagogical work in public school systems? The research adopts a qualitative bibliographic approach, grounded in the critical analysis of theoretical production and normative documents. The results indicate that intensification goes beyond the mere increase in tasks and involves a structural reconfiguration of school organization, the expansion of control mechanisms, and the redefinition of the meaning of pedagogical work, producing impacts on institutional relations and on teachers’ health