PROFESIONALIZACIÓN VERSUS INTENSIFICACIÓN. LA REFORMA EDUCATIVA Y EL TRABAJO DOCENTE EM EDUCACIÓN INFANTIL. UN INTENTO DE VALIDAR LA TESIS DE LA INTENSIFICACIÓN
Palavras-chave:
intensification, labour process, teachers work, professionality, professionalization and professionalism of teachers, education reform, infant education, visible and invisible pedagogies
Resumo
This paper introduces the main findings of a qualitative research carried out on the effects of the Spanish educational reform (LOGSE, 1990) upon the work of infant teachers. Within a theoretical framework based on the intensification thesis (Larson) and the educational codes (Bernstein), it is argued that infant teaching is a separate world and its members, mainly women, are polarized between conventional and reflexive. Finally, the rationalization of teaching work entails both intensification and de-intensification effects, which are assumed and compensated from the point of view of professionality. In this way, they do not allow to verify the intensification thesis.
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