Teaching work in high school: the search for emancipation and the confrontation with performativity

ABSTRACT We discuss how much the teacher’s work can contribute to young people appropriating school knowledge and giving it a new meaning based on their future projects. As a methodological strategy, we carry out a dialogue with authors who discuss the importance of teachers establishing more dialogical relationships with their students and with researchers who address how Managerialism gives new meaning to the work of teachers. We conclude that the content worked in the classroom makes sense for students, as they can use it to face everyday challenges. We highlight that business rationality has intensified work and reduced democratic spaces in the school environment. Its confrontation presupposes that teachers assume that the school is at the service of people and not of capital.