The individual interest as justification: the liberal grammar in the construction of collegiality between teachers of Basic and Secondary education
DOI:
https://doi.org/10.19180/1809-2667.v23n32021p734-755Keywords:
Regimes of engagement, Grammars of commonality, Teachers’ professionality, Teachers’ Collegiality, School work organizationAbstract
The reconfiguration of educational policy guidelines in the last decades, having effectiveness as the main target, aimed good, brings profound consequences for the teachers’ work in terms of the forms of organizing school work in schools – particularly, concerning the increase of collegial forms of work and framed by hierarchies that exercise greater scrutiny of individual practices. These injunctions do not mean, however, a direct reproduction by professionals in their activity. With particular focus on the results collected from a scenario survey applied within an investigation carried out in Portugal around the problematic of the plurality of conceptions and formats of involvement in the teaching profession, this article intends to explore, through a Sociology of engagements and commonality, how the grammar of individuals within the liberal public, characterized by the focus on generalisable individual interests as a normative framework, is susceptible to be operationalized by teachers as a device of criticism and resistance towards the evolution in the forms of organization of practices aimed to reinforce collegiality and institutionalization of concerted work.Downloads
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