THE SUBSUMPTION OF THE HUMAN SCIENCES TEACHER: IN THE SO-CALLED “NEW” HIGH SCHOOL

 DOI: 10.5281/zenodo.10668732

 

Caynã Conti

Geographer – Degree and Bachelor’s Degree at the Pontifical Catholic University of São Paulo – PUCSP. MBA in School Management – USP/ESALQ. Postgraduate in Applied Human and Social Sciences – PUCRS. He currently works as a Technical Educational Analyst at the Social Service of Industry (SESI-SP). Email: c.conti@outlook.com

ABSTRACT

The present work aims to highlight important discussions on the implementation of the so-called new high school, so that one can critically analyze the panorama of the different processes involved in this context, where the performance of foundations and private institutes has constituted a true government apparatus for the elaboration of public policies aimed at the education sector, with which it was possible to articulate, materialize and consolidate political, pedagogical, ideological and labor transformations already unleashed in recent years. The suggestion of this text is that this complex scenario of power relations needs to be studied from some specific processes, such as managerialism, proletarianization and precariousness of the teaching profession, which accelerated and deepened what is identified here as the subsumption of teachers, and in the specific case of this work, a particular look at teachers in the area of Human Sciences, in which are concentrated the disciplines of Geography, History, Philosophy and Sociology directly affected by the implementation of formative itineraries that pasteurize their knowledge.

Keywords: Humanities in high school. Performance of foundations and private institutes in the reform of high schools. Precariousness of the teaching career. Proletarianization of teachers. Managerialism. Subsumption of the Humanities.