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Revista Lusófona de Educação

versão impressa ISSN 1645-7250

Rev. Lusófona de Educação  n.9 Lisboa  2007

 

“Reconstruir o Mundo”: Neoliberalismo, a Transformação da Educação e da profissão (do) professor

Susan L. Robertson*

 

O presente artigo pretende apresentar o caminho através do qual o neoliberalismo transformou o modo como pensamos e o que fazemos como professores e aprendentes. O argumento principal desenvolvido neste artigo é o de que a mobilização das ideias neoliberais implicadas na reorganização das sociedades e dos sectores educativos é um projecto de classe norteado por três objectivos: (i) a redistribuição da riqueza pelas elites dirigentes através de novas formas de governação; ii) a transformação dos sistemas educativos de modo a que a produção de trabalhadores para a economia seja o seu mandato primeiro; iii) o colapso da educação como monopólio do sector público, permitindo a abertura do investimento estratégico às empresas lucrativas.

A realização destes objectivos exige a ruptura dos interesses institucionalizados dos professores, dos sindicatos dos professores e dos sectores da sociedade civil que defendem a educação como um bem público.

Contudo, este projecto apresenta-se de forma altamente desigual, em grande parte, por causa da resistência considerável dos professores e dos seus sindicatos.

Palavras-chave: Neoliberalismo; profissão docente; sindicalismo docente; globalização; resistência

 

 

‘Remaking the World’: Neo-liberalism and the Transformation of Education and Teachers’ Labour

This paper sets out to outline the way in which neo-liberalism has transformed how we think and what we do as teachers and learners. A core argument of the paper is that the mobilisation of neo-liberal ideas for reorganising societies and their education sectors is a class project with three key aims: the (i) redistribution of wealth upward to the ruling elites through new structures of governance; (ii) transformation of education systems so that the production of workers for the economy is the primary mandate; and (iii) breaking down of education as a public sector monopoly, opening it up to strategic investment by for-profit firms. Realising these aims requires breaking down the institutionalised interests of teachers, teacher unions, and fractions of civil society who have supported the idea of education as a public good. However, this project has been highly uneven, in large part because of the considerable resistance of teachers and their unions.

Keywords: Neo-liberalism, teachers’ labour, teacher unions, globalisation, resistance

 

 

Texto completo disponível apenas em PDF.

Full text only available in PDF format.

 

 

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Tradução do original em Inglês de Inês Sacchetti. Revisão científica de António Teodoro e de Madalena Mendes.

*Centre for Globalisation, Education and Societies, University of Bristol, s.l.robertson@bristol.ac.uk