“A gente é corda fraca”: o novo ensino médio e o trabalho de professores REDAS no estado da Bahia

Abstract

This dissertation discusses the neoliberal offensives that are precarious in the school environment (chapter 1), with an analysis of the dimension of teaching work in the public sector and the underlying meanings behind the new secondary education system (chapter 2). The hypothesis is that the implementation of the new secondary education system, combined with the special hiring of teachers in the public school system of the State of Bahia, results in hybrid regulatory arrangements and precarious working conditions. Chapter 1 analyzes the reform of the new secondary education system in the context of neoliberal capitalism. Elements are presented on the role of private education companies in restructuring the educational process through the implementation of the new secondary education system. It also discusses how this implementation impacts the agents involved in the educational process: teachers and students, specifically through contractual hybridization, the precariousness of teaching work, and a new profile expected of young secondary-level workers in Brazil. In chapter 2, the crisis in the employment contract in the public sector is investigated, investigating the widespread use of special regime hiring in public educational institutions and how this flexibility relates to the new secondary education system. First, the crisis in the employment contract in the public sector is discussed, based on legislative changes on the educational process, a bibliographic review of the contract crisis and transformations in the public service, an analysis of judgments from the Court of Justice of Bahia, the Regional Labor Court of the 5th Region (Bahia), and clauses in the employment contract. Secondly, based on documentary analysis and bibliographic review, the changes in the New Secondary Education in the state of Bahia are investigated. Subsequently, the crisis in the employment contract in the context of the educational counter-reform is investigated through semi-structured interviews with REDA teachers. In both chapters, during the investigation stage, research techniques of documentary analysis and collection of secondary data were used, articulated in dialogue with social theory, especially academic criticism of neoliberal capitalism.