Combater a fragmentação, cultivar a solidariedade
professores do Arizona se organizam durante a pandemia da COVID-19
DOI:
https://doi.org/10.22420/rde.v20i1.2827Palavras-chave:
Trabalho, Greve, Docente, Red for Ed, Covid-19, PandemiaResumo
Com o objetivo de explorar a interação entre a solidariedade e a fragmentação entre docentes, este artigo utiliza uma lente bifocal crítica para examinar as experiências de seis professores/as mobilizadores/as durante a pandemia. A pesquisa qualitativa se centra na experiência desses/as docentes numa análise iterativa do contexto político e pandêmico, da ação trabalhista e de sua construção discursiva de sentido. Situando suas experiências numa história sociopolítica do contexto trabalhista do Arizona, a pesquisa argumenta que a fragmentação dos/das professores/as se intensificou como resultado da resposta desigual do Estado à pandemia, minando certas possibilidades de ação interdistrital; um senso incorporado de solidariedade e força desenvolvido na participação do movimento Red for Ed, de 2018, se estendeu à mobilização docente na pandemia; e esse senso de força incorporado levou professores/as a se engajarem em ações trabalhistas militantes, algumas das quais levaram líderes sindicais relutantes a adotar uma postura mais de oposição. O artigo considera como os movimentos de professores/as moldam seus cenários políticos e trabalhistas, assim como são moldados por eles.
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