Novo Ensino Médio e precarização do trabalho docente: desafios e perspectivas para a Educação Profissional e Tecnológica

The present research investigates the precariousness and deterioration of the working conditions of teachers in Vocational and Technological Education (EPT), especially those who work in the New High School (NEM) Formative Itineraries. From a qualitative approach, supported by the theoretical framework of historical-dialectical materialism, we analyze how the productive restructuring of capital and the implementation of neoliberal policies have intensified the fragmentation of the teaching career, increasing flexibility, contractual instability and emptying of meaning in the profession. Methodologically, we performed a critical documentary and bibliographic analysis of the norms that guide EPT, associated with field research in a public educational institution. Questionnaires and semi-structured interviews were applied with teachers who work in the Training Itineraries, allowing to capture their perceptions about the effects of recent educational reforms on their professional practice. The results indicate that the implementation of NEM, even with its most recent changes, reinforces the structural duality of Brazilian high school, restricting access to integral training and reducing teaching autonomy. The advancement of mercantile logic in education intensifies labor overload and disarticulates the collectivity of the category, making it difficult to form forms of resistance and union organization. Moreover, the replacement of critical content by pragmatic skills directed to the labor market compromises the social function of education, weakening the emancipatory potential of teaching. The relevance of this study lies in the need to understand to confront the process of precarization as part of a broader dynamic of dismantling public policies and devaluation of public education as social law. By bringing to light the experiences of teachers in the context of high school reform, we seek to contribute to the debate on the different forms of exploitation of teaching work as crude expressions of class struggle, as well as alternatives that strengthen EFA, safeguarding their role in the critical and integral formation of working youth.