WORK, TEACHER TRAINING, EDUCATIONAL REFORMS AND HEGEMONY APPARATUSES

Authors

DOI:

https://doi.org/10.34019/2447-5246.2025.v30.47652

Abstract

Teaching training and work are characterized by perspectives that represent different societal projects, in which international organizations play an important role. Such perspectives put tension in the field of teacher training, whose predominance favors the consolidation of a hegemonic project linked to the demands of the job market, which is important to highlight. A review of related literature and analysis of secondary data available in the database of the Instituto Nacional Estudos e Pesquisas Educacionais Anísio Teixeira – INEP was carried out, from which we sought to analyze the hegemonic discourse and its contribution to the legitimization of practices with wide acceptance in society and the educational community, in addition to spreading the understanding that valid knowledge is primarily of a practical nature. It also contributes to encouraging the regulation of teaching work, associated with meeting goals based on the Education Development Index - IDEB, valuing the private to the detriment of the public. Finally, it reinforces the ideal of teaching quality that favors the constitution of teaching identities in tune with the objectives of ongoing educational reforms, which occurs permeated by contradictions, which contribute to limiting teaching autonomy and consolidating managerialism.

Keywords: Reforms.  Managerialism. Work. Teacher Training. Hegemony

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Author Biographies

Arlete Maria Monte de Camargo, Universidade Federal do Pará

She has a PhD in Education from the Federal University of Minas Gerais, a Master's degree in Public Political Education, and a Degree in Pedagogy from the Federal University of Pará. Retired Full Professor from the Federal University of Pará, working in the Postgraduate Program in Education, as a volunteer teacher, Teacher Training Line, Teaching Work, Educational Theories and Practices. He has extensive experience in the educational field, where he works in master's and doctorate supervision on topics such as teacher training, socialization, curriculum and teaching work; internationalization, and institutional and academic organization of higher education. He is leader of the Study and Research Group on Educational Policy, Training and Teaching Work (Gestrado/UFPA), with several publications in books, chapters and journals that result from research projects already carried out. She works as a reviewer for national and international journals, and is associated with the National Association for Research and Postgraduate Studies in Education.

MARY JOSE ALMEIDA PEREIRA, UNIVERSIDADE FEDERAL DO PARÁ

PhD in Education (2022), research line: Teacher training, teaching work, educational theories and practices of the Postgraduate Program in Education of the Institute of Educational Sciences of the Federal University of Pará (PPGED / ICED / UFPA). Master in Education from the Postgraduate Program in Education of the Federal University of Pará - UFPA. Research line: Educational Public Policies (2015), and Postgraduate in Scientific Research Methodology from the State University of Pará (2007). Graduated in Pedagogy from the Federal University of Pará (2004). She is a researcher in the following research groups: Study and Research Group on Higher Education - GEPES / UFPA, Study and Research Group on Education Policy, Planning and Management - GEPGED, Study and Research Group on Educational Policy, Training and Teacher Work - GESTRADO / UFPA. She participates in the National Program for Academic Cooperation in the Amazon PROCAD/Amazônia with interfaces from UFPA, UNIFAP, UFRR. She has experience in the area of ​​Basic Education, working in pedagogical coordination, Vice-Director, Administrative Coordination of the Regional Directorate of DRE Ananindeua 02 and in Higher Education as a professor with emphasis on the following topics: Educational Policies, Methodology of Scientific Work, Supervision of Course Conclusion Works, Didactics and Teacher Training. She is part of the Universitas/Br Network and is a member of the National Association of Research and Postgraduate Studies in Education - ANPED.

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Published

2025-12-18

How to Cite

Camargo, A. M. M. de ., & PEREIRA, M. J. A. (2025). WORK, TEACHER TRAINING, EDUCATIONAL REFORMS AND HEGEMONY APPARATUSES. Educação Em Foco, 30(Dossiê Temático), e30079. https://doi.org/10.34019/2447-5246.2025.v30.47652

Issue

Vol. 30 No. Dossiê Temático (2025): Aparelhos privados de hegemonia na educação pública

Section

Dossiê: Aparelhos privados de hegemonia na educação pública

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