LA VALORACIÓN DEL PROFESORADO EN ENTREDICHO: FORMACIÓN, CARRERA PROFESIONAL Y RACIONALIDAD NEOLIBERAL

Resumen

This article analyzes the valuation of teacher training as a field of dispute between different educational projects, taking as an empirical reference the career plan of the Municipal Education Network of Niterói (RJ), in light of Yamaguchi's dissertation (2024). It starts from the premise that the valuation of teachers constitutes a historical, political, and contradictory construction, traversed by tensions between the conception of education as a social right and its increasing subordination to neoliberal rationality (LAVAL, 2004; FREITAS, 2018). Methodologically, this is a qualitative research of a documentary and analytical nature, based on the interpretation of legal and normative provisions, as well as on the data produced in the aforementioned dissertation (MINAYO, 2007; YAMAGUCHI, 2024). The theoretical framework is based on authors from the critical field who understand teacher training as a social and historically situated process (SAVIANI, 2013; FREITAS, 2007). The results indicate that, although there are institutional advances in valuing teacher training, these are reconfigured by regulatory and control mechanisms that strain their emancipatory potential, especially in contexts marked by managerial and neoliberal logics (LAVAL, 2004). It is concluded that teacher valuation is configured as a field of dispute in which antagonistic educational projects coexist.