The teaching profession, a risky profession? Different radicalisms in schools in Brazil, France and Germany

• Grant number: 24/01260-0
• Support Opportunities: Regular Research Grants
• Start date: March 01, 2025
• End date: February 28, 2027
• Field of knowledge: Humanities - Education - Specific topics in Education
• Principal Investigator: Selma Borghi Venco
• Grantee: Selma Borghi Venco
• Host Institution: Faculdade de Educação (FE). Universidade Estadual de Campinas (UNICAMP). Campinas , SP, Brazil

Abstract

The aim of this project is to analyse the relations and working conditions between teachers practiced by public authorities in contexts marked by radicalism expressed by multiple attitudes in three countries: Brazil, France and Germany, between 2013 and 2025. It is hypothesized that this scenario results in situations of objective precariousness (Linhart, 2009), as we see the presence of flexible contracting, with a view to adapting professionals to specific contexts; and subjective precariousness, marked by various professional dissatisfactions, as well as the loss of freedom of tenure and tension at work. The research is qualitative in nature, analysing the legal frameworks relating to educational policies in its documentary dimension, and in the field, through semi-structured interviews with teachers, with a view to understanding the analytical categories mentioned. The aim is to conclude whether the advance of authoritarian thinking and fundamentalism is underway in school environments and the consequences of this for professional activity. (AU)