“Compartilhe seus conhecimentos, viva da sua paixão e torne-se independente”: uberização e efeitos de sentido sobre o trabalho docente na plataforma “Superprof”

Abstract

This work aims to promote reflections on the (re)significations of teaching work as a reflection of the changes that have occurred in the capitalist mode of production with its most recent technological advances, which have brought new “flexible forms” of accumulation to the world of work. This new context of labor exploitation materializes, in particular, in service intermediation applications and platforms and their nuances. Therefore, with the expansion of this new form of Uberized work to various areas and human activities and, more recently, to education, we question how the network of meanings of teaching constituted throughout history is inserted/subsumed into this new situation. of precarious work, as the teacher-student relationship is characterized in this environment. To this end, we bring into consideration the words of the teacher hiring portal “Superprof”, including some teacher profiles and other discursive sequences of content on the platform. To promote this analysis and discussion, we used Discourse Analysis (DA) as a theoretical-methodological basis, initially proposed by Michel Pêcheux in France and brought to Brazil especially by Eni Orlandi. Furthermore, the theoretical framework of this work also includes the writings of Lukács (2013), with his reflections on Marxian Ontology. This perspective makes it possible to perceive the contradictions and historical-ideological clashes that determine the effects of meaning that sustain materialities. Thus, based on the theoretical-analytical devices of AD and the Ontology of Marx and Lukács, we see in the words of the “Superprof” platform the process of “uberization” of teaching work, as well as the resignification of meanings in the very perception of what is “ being a teacher”, resulting from the indepth subsumption of education to the logic of the market and of teaching work to flexible forms of work and the co-optation of subjectivity. We also observed how the appearance of meanings of teaching already crystallized in discursive memory and the argumentative use of sayings associated with different discursive formations are constituted.