Resumo

VENCO, Selma  e  RIGOLON, Walkiria. Teaching and precariousness: recent outlines of São Paulo’s educational policies. Rev. Comunic [online]. 2014, vol.21, n.2, pp.41-52. ISSN 2238-121X.  https://doi.org/10.15600/2238-121X/comunicacoes.v21n2p41-52.

This paper aims at discussing certain aspects of São Paulo’s public education policy and its interfaces with teaching. In light of the concept of objective and subjective precariousness, oscillations concerning labor relations are analyzed, since temporary hiring outnumbers effective hiring after the recent political reforms. The guiding hypothesis of this study is in the presence of a rationality that comes from the business sector within the educational policy’s design, which brings increasing precariousness to labor relations. The appropriate historical recovery clarifies actions performed in the present. In the 1950s, education was conceived as an important element in the country’s economic development, but it was still targeted to a small segment of the population. During military dictatorship, education was intended to train people for the labor market, a situation that still lingers. From the 1990s, politics - in the name of fair universality - chose to base educational actions on the principles of business management. In this perspective, the quantitative dimension governs the policy, increasing the number of students per class, setting goals and ranking schools through assessment processes that ignore the objective working conditions in schools and especially increasing the flexibility in hiring teachers.

Palavras-chave : Objective and Subjective Precariousness; Educational Policy; Teaching; Teachers.

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