<?xml version="1.0" encoding="ISO-8859-1"?><article xmlns:mml="http://www.w3.org/1998/Math/MathML" xmlns:xlink="http://www.w3.org/1999/xlink" xmlns:xsi="http://www.w3.org/2001/XMLSchema-instance">
<front>
<journal-meta>
<journal-id>2238-121X</journal-id>
<journal-title><![CDATA[Comunicações]]></journal-title>
<abbrev-journal-title><![CDATA[Rev.Comunic]]></abbrev-journal-title>
<issn>2238-121X</issn>
<publisher>
<publisher-name><![CDATA[Universidade Metodista de Piracicaba]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S2238-121X2014000200041</article-id>
<article-id pub-id-type="doi">10.15600/2238-121X/comunicacoes.v21n2p41-52</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[Trabalho docente e precariedade: contornos recentes da política educacional paulista]]></article-title>
<article-title xml:lang="en"><![CDATA[Teaching and precariousness: recent outlines of São Paulo&#8217;s educational policies]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Venco]]></surname>
<given-names><![CDATA[Selma]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Rigolon]]></surname>
<given-names><![CDATA[Walkiria]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidade Estadual de Campinas  ]]></institution>
<addr-line><![CDATA[Campinas SP]]></addr-line>
<country>Brazil</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Faculdades Metropolitanas Unidas  ]]></institution>
<addr-line><![CDATA[Campinas SP]]></addr-line>
<country>Brazil</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>12</month>
<year>2014</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>12</month>
<year>2014</year>
</pub-date>
<volume>21</volume>
<numero>2</numero>
<fpage>41</fpage>
<lpage>52</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S2238-121X2014000200041&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S2238-121X2014000200041&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S2238-121X2014000200041&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[Resumo  O artigo tem como objetivo debater certos aspectos da pol&#237;tica p&#250;blica educacional paulista e suas interfaces com o trabalho docente. &#192; luz do conceito de precariedade objetiva e subjetiva, analisam-se as oscila&#231;&#245;es concernentes &#224;s rela&#231;&#245;es de trabalho, posto que as contrata&#231;&#245;es tempor&#225;rias superam as efetivas a partir das recentes reformas pol&#237;ticas. A hip&#243;tese norteadora do estudo reside na presen&#231;a da racionalidade oriunda do setor empresarial na concep&#231;&#227;o da pol&#237;tica educacional, a qual aporta crescente precariedade nas rela&#231;&#245;es de trabalho. A devida recupera&#231;&#227;o hist&#243;rica ilumina a a&#231;&#227;o desenvolvida no presente. Nos anos 1950, a educa&#231;&#227;o era concebida como fator importante no desenvolvimento econ&#244;mico do Pa&#237;s, mas era ainda destinada a um segmento restrito da popula&#231;&#227;o. Durante a ditadura militar, &#224; educa&#231;&#227;o era destinado o papel de formar para o mercado de trabalho, fun&#231;&#227;o que ainda perdura. A partir dos anos 1990, as pol&#237;ticas - em nome da justa universalidade - optaram por imprimir a&#231;&#245;es baseadas nos princ&#237;pios da gest&#227;o empresarial. Nesta perspectiva, a dimens&#227;o quantitativa rege a pol&#237;tica, ampliando o n&#250;mero de alunos por turma, estabelecendo metas e ranking das escolas, por meio de processos de avalia&#231;&#227;o que desconsideram as condi&#231;&#245;es objetivas de trabalho nas escolas e, sobretudo, na crescente flexibiliza&#231;&#227;o na contrata&#231;&#227;o de professores.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract  This paper aims at discussing certain aspects of S&#227;o Paulo&#8217;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&#8217;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&#8217;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.]]></p></abstract>
<abstract abstract-type="short" xml:lang="es"><p><![CDATA[Resumen  El art&#237;culo tiene como objetivo discutir ciertos aspectos de la pol&#237;tica de educaci&#243;n p&#250;blica de S&#227;o Paulo y sus interfaces con el trabajo docente. A la luz del concepto de inseguridad objetiva y subjetiva, se analizan las oscilaciones en relaci&#243;n a las relaciones laborales, ya que las contrataciones temporales superan las efectivas desde las reformas pol&#237;ticas recientes. La hip&#243;tesis que gu&#237;a el estudio radica en la presencia de la racionalidad proveniente del sector empresarial en el dise&#241;o de la pol&#237;tica educativa, que trae el aumento de la precariedad en las relaciones laborales. La recuperaci&#243;n hist&#243;rica apropiada ilumina la acci&#243;n desarrollada en el presente. En la d&#233;cada de 1950, la educaci&#243;n era concebida como un factor importante en el desarrollo econ&#243;mico del pa&#237;s, pero todav&#237;a se destinaba a un peque&#241;o segmento de la poblaci&#243;n. Durante la dictadura militar, la educaci&#243;n estaba destinada a formar el mercado de trabajo, cargo que a&#250;n perdura. Desde la d&#233;cada de 1990, las pol&#237;ticas -en nombre de la justa universalidad- optaron por imprimir las acciones basadas en los principios de la gesti&#243;n empresarial. En esta perspectiva, la dimensi&#243;n cuantitativa gobierna la pol&#237;tica, aumentando el n&#250;mero de alumnos por clase, estableciendo metas y la clasificaci&#243;n de las escuelas a trav&#233;s de los procesos de evaluaci&#243;n que ignoran las condiciones objetivas del trabajo en las escuelas y sobre todo el aumento de la flexibilidad en la contrataci&#243;n de maestros.]]></p></abstract>
<kwd-group>
<kwd lng="pt"><![CDATA[Precariedade Objetiva e Subjetiva]]></kwd>
<kwd lng="pt"><![CDATA[Política Educacional]]></kwd>
<kwd lng="pt"><![CDATA[Trabalho Docente]]></kwd>
<kwd lng="pt"><![CDATA[Professores]]></kwd>
<kwd lng="en"><![CDATA[Objective and Subjective Precariousness]]></kwd>
<kwd lng="en"><![CDATA[Educational Policy]]></kwd>
<kwd lng="en"><![CDATA[Teaching]]></kwd>
<kwd lng="en"><![CDATA[Teachers]]></kwd>
<kwd lng="es"><![CDATA[Inseguridad Objetiva y Subjetiva]]></kwd>
<kwd lng="es"><![CDATA[Política Educativa]]></kwd>
<kwd lng="es"><![CDATA[Enseñanza]]></kwd>
<kwd lng="es"><![CDATA[Maestros]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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