A Desespecialização Do Trabalho Docente No México: Reflexões Sobre as Experiências De Eja E De Educação Profissional

Abstract

RESUMO: O presente artigo aborda as novas formas de trabalho docente no contexto da Educação de Jovens e Adultos (EJA) e da educação profissional do México, apontando suas relações com as reformas educacionais e a ascensão de modelos educativos baseados na centralização, na meritocracia, em competências, metas e resultados. As reflexões propostas baseiam-se em pesquisas realizadas em 2014 e 2015, no Distrito Federal e em cinco estados mexicanos, nas quais foram entrevistados docentes, estudantes e equipes técnicas e gestoras de duas instituições de ensino. Os resultados dessas pesquisas mostram que ambas as instituições colocaram em prática, a partir do fim dos anos de 1970 e do início dos anos de 1980, dois modelos diferenciados de contratação docente, que acabaram contribuindo para a desespecialização e, consequentemente, para a precarização do trabalho docente na EJA e na educação profissional daquele país. Palavras-chave: Trabalho docente. Educação de Jovens e Adultos. Educação profissional. THE DESKILLING OF TEACHING WORK IN MEXICO: REFLECTIONS ON THE EXPERIENCES OF YOUTH AND ADULT EDUCATION AND ON PROFESSIONAL EDUCATIONABSTRACT: This article discusses the new forms of teaching work in the context of youth and adult education and vocational education in Mexico, pointing out its relations with educational reforms and the rise of educational models based on centralization, meritocracy, in skills, goals and results. The reflections here proposed are based on research carried out in the Federal District and in five Mexican states in 2014 and 2015, in which teachers, students and technical and management teams of two educational institutions were interviewed. The results of this research show that both institutions have put in place, from the late 1970s and early 1980s, two different models of teacher *

International organizations and the technical and professional education networks in Latin America: A comparative analysis between Brazil and Mexico

“…The correlations between Mexico and Brazil in the field of technical and professional education have been the object of our research since 2014. In our studies (Silva, 2014, 2017, 2018a, 2018b, 2019; Silva and Riboli, 2016), we have found out that both countries have suffered great influence from the proposals of international organizations, which, in turn, have not imposed their educational perspectives from the top down. They have acted through partnership with national institutions to implement their proposals.…”

“…As for education providers, CONALEP has the largest offer of technical and vocational courses in Mexico, with more than 300,000 students across the country. As Silva (2017) shows, CONALEP has great capillarity and centrality in Mexico, being spread across all states, attending to young and adult students. Most CONALEP centers, called Planteles, are located in impoverished and conflictive regions, increasing for this reason, the importance of this institution in that As can be seen from Figure 2, the CINTERFOR/ILO Network articulates public and private institutions in both Brazil and Mexico.…”

“…In Latin America, the contextualization and recontextualization movements involve millions of teachers who, in an organized or unorganized way, seek, in the midst of precarious work and life conditions, to dialogue and provide answers to the difficulties faced in local realities. In this scenario, as it has been argued along this text, international organizations have actively acted in establishing partnerships with public and private institutions, which are transformed into great experimentation and tropicalization laboratories (Silva, 2017), by perspectives considered to be consensual within the scope of the different educational networks.…”

Aspectos do ensino técnico no México e na Alemanha pelo viés da educação comparada

“…Por fim, deixo aqui meu abraço caloroso a cada leitor(a) que, certamente, fará excelente uso deste seleto florilégio acadêmico-científico. (2017); Kazales (2017);Ciavatta Franco (2000); Goergen (1991Goergen ( , 2014; Ibarrola (2020);Lourenço Filho and Monarcha (2004); Pietro and Egido (2014); Ruth and Leyva (2003); Schriewer (1993); Suassuna (2008). It was provisionally concluded that Mexican Professional Education -to the detriment of German Technical Education -should encompass a general and broad education, integrated with citizenship rights.…”

O trabalho docente no Rio Grande do Sul: investigações sobre uma categoria profissional em busca de afirmação social

“…Na literatura educacional, nas últimas duas décadas, o trabalho docente é tema recorrente, tendo como foco: condições de sua realização (OLIVEIRA, 2004;SHIROMA;LIMA-FILHO, 2011;LANTHEAUME, 2012;SILVA, 2017;TUNDIS et al, 2018;MELO, 2018);desenvolvimento profissional (JACOMINI;PENNA, 2016;OLIVEIRA;NUNES, 2017;BAROLLI et al, 2019); problemas relacionado à remuneração (ALVES; PINTO, 2011;BARBOSA, 2011); desprestígio profissional (LAPO; BUENO, 2003); saúde dos profissionais, tanto em âmbito nacional (BARROS; LOUZADA, 2007; ARAÚJO; CARVALHO, 2009;LEITE, 2011;PIZZIO;KLEIN, 2015;MOURA et al, 2019) Além disso, as pesquisas também discutem questões atreladas à identidade e aos saberes docentes (TEIXEIRA, 2007;MOLINA-NETO, 2010;MOURAZ, 2015;MESQUITA, 2020a); participação política e sindical do magistério (GENTILI et al, 2004;FERREIRA, 2007); autonomia profissional (TENTI-FANFANI, 2007; BARROS; AZEVEDO, 2016); discussões sobre gênero e trabalho do magistério (VIANNA, 2002;FERREIRA, 2004;DURÃES, 2012;CARVALHO et al, 2018); o papel da pesquisa nas práticas docentes (ABDALLA, 2005;TARDIF;ZOURHLAL, 2005); conexões do trabalho com a formação docente (BARRETTO, 2010;NASCIMENTO;REIS, 2017;PUGLIESE, 2017;…”