(De)Valuation of teachers in Brazilian basic education: the naturalization of precariousness promoted by teacher awards

ABSTRACT The research investigates the concept of teacher success disseminated by the Educador Nota 10 awards, discussing the implications of their perception of success for the recognition of the work performed by this occupational category. Using authors such as Dardot and Laval and Montaño, the study is based on a content analysis of the summaries published by the contest about the winning projects in ten editions, and discusses the conceptions promoted by it to reward teachers and, thus, impose its criteria for recognition. This is a qualitative, documentary study, which identifies entrepreneurism, competition, and meritocracy as concepts that define success in the awards. The dissemination of these elements by the awards contributes to the assimilation of precariousness in teaching work by promoting the perception that the teacher could individually overcome difficulties and achieve their goals, waiving their rights and having their recognition limited to individual and temporary rewards.摘要 本研究探讨了"Educador Nota 10"奖项所宣扬的教师成功理念，并剖析了该奖项倡导的成功感知对教师这一职业群体的工作成果认可所产生的影响。本研究援引达多（Dardot）、拉瓦勒（Laval）与蒙塔尼奥（Montaño）等学者的理论框架，通过对该奖项十届赛事的获奖项目公示摘要开展内容分析，探讨其用以表彰教师的成功理念，进而明确其强加的认可评判标准。本研究属于质性文献研究，识别出企业家精神、竞争与英才主义为界定该奖项成功内涵的核心概念。该奖项所传播的上述理念，通过塑造"教师可凭借个人力量克服困境、达成目标"的认知，促使教学从业者接受工作的不稳定处境，迫使教师放弃自身权利，并将其职业认可局限于个体性、临时性的奖励范畴之内。