PUBLIC POLICIES IN EDUCATION AND TEACHER MALAISE

Abstract

This research aimed to understand how the internationalization of public educational policies aggravated the malaise experienced by basic education teachers and what kinds of reflection they make in face of this reality. The research methodology was based on a qualitative approach, established on research-formation and in accordance with the proposal of formative playful workshops. The analysis of the data produced was carried out from a phenomenological perspective. As a result, it became clear that the malaise described by teachers is enhanced through public educational policies, from the establishment of a state of impotence, as a result of a violent logic in which profit is superimposed. It was also noted the growing movement of deprofessionalization imposed by a perspective of education as a market product that has led to proletarianization, precariousness and devaluation of the teaching work and mischaracterization of the school.