Etiquetas

,

Quando por cá se discute a influência dos sindicatos de professores (em especial dos que constituem a FENPROF) na discussão das políticas educativas e na relações entre o Estado e os professores, nem sempre nos lembramos que noutros países acontecem debates semelhantes.

O texto de que transcrevo um pequeno excerto é de um artigo sobre um estudo de caso, em torno de uma greve de professores em Alberta, no Canadá, em 2002. Para quem ler com atenção, não será difícil encontrar algumas semelhanças nos discursos do governo da província canadiana e no do tandem JS/MLR:

Dividing the Working Class
As the strike progressed, the government increasingly emphasized the purported impact of the strike on children (particularly those with special needs), support staff, student teachers, and families. This was a deliberate attempt to pit the interests of striking workers against those of other groups, including non-striking workers. Public sector employment involves a range of complex relationships, with other citizens not only being recipients of teacher services but ultimately the source of funding for these services.
That said, the government’s intentions are reasonably apparent. The state sought to focus attention on the specific dispute and its effects. This draws attention away from examining the government’s role in the dispute. For example, an important contributor to the dispute was government policy regarding educational funding and low taxation, which supports the capital accumulation process. By focusing attention on how the dispute affected others, the government sought to avoid discussing the operation of the broader framework of class relations (Hyman, 1989).
Barnetson, B. (2010). Alberta’s 2002 teacher strike: The political economy of labor relations in education. Education Policy Analysis Archives, 18(3). disponível em http://epaa.asu.edu/epaa/v18n3/
Anúncios