Materialidade e trabalho docente: uma análise dialética entre a formação continuada e o adoecimento

Abstract

Abstract: This theoretical review analyzes the working conditions of teachers through the lens of historical-dialectical materialism, revealing the structural contradictions that traverse continuing education and contribute to teachers’ illness. The investigation ques-tions how neoliberal logic and the commodification of education degrade teaching work, intensifying its precariousness and alienation. It critically analyzes the fragmentation and instrumental nature of training policies, highlighting their role in reproducing dynamics of exploitation and subordination. The study argues for the need to reclaim the eman-cipatory potential of teaching work through continuing education that prioritizes the epistemology of praxis and pedagogical autonomy. It emphasizes the urgency of public policies committed to overcoming conditions of exploitation, valuing the health of educa-tion workers, and positioning education at the center of social transformation. Finally, it offers counter-hegemonic reflections and proposals that seek to break with the limitations imposed by the hegemonic model, reaffirming the revolutionary role of teaching work in confronting social inequalities.