Resumo

APPLE, Michael W.. Relações de classe e de gênero e modificações no processo do trabalho docente. Cad. Pesqui. [online]. 1987, n.60, pp.3-14. ISSN 0100-1574.

An examination of changes in class composition over the past two decades points out something quite dramatically. The process of proletarianization has had both a large and consistent effect. Given the fiscal crisis of the state, this impact will be felt more directly among state employees such as teachers. The labor process of teaching was becoming susceptible to similar processes that had led to the proletarianization of many other jobs. Yet, teachers are not only classed actors. They are gendered actors as well. A striking conclusion is evident from the analyses of proletarianization. In every occupational category, women are more apt to be proletarianized than men. This pattern is of course, largely reproduced within education. While the overwhelming majority of school teachers in the United States are women, many more men are principals of elementary schools. I want to claim that unless we see the connections between these two dynamics - class and gender - we cannot understand the history of and current attempts at rationalizing education or the roots and effects of proletarianization of teaching itself. It is at the intersection of these two dynamics that one can begin to unravel some of the reasons why procedures for rationalizing the work of teachers have evolved. The ultimate effects of these procedures, with the loss of control that accompanies them, can bear in important ways on how we think about the "reform" of teaching and curriculum and the state's role in it.

Palavras-chave : Relações de gênero; Professoras; Corpo docente; Currículos; Trabalho.

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