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The crisis of capitalism in the 1970s led, in the face of the need to invest less
and recover profits, a new strategy of labor exploitation, called flexibilization. In
order to take account of the new productive format, the flexibilization agenda
included labor legislation and normativity in the educational sector, marking the
prevailing ideology in contemporary times. Both the laws of hiring the worker, and
how to form him for the work were relaxed. And this new productive scenario has
finally formed a new social arrangement, the Knowledge Society, whose emphasis
is the importance of preparing for a labor market in which knowledge, information
and technology take precedence, with a training, at the same time based on skills.
Under the new idea, the new Law on the Guidelines and Bases of National
9.396/96) is approved in Brazil, which now requires higher
education teacher training for basic education. Since the formation of teachers for
Basic Education follows in a fragmented way, both between disciplinary areas and
between levels of education, the country does not count in the institutions of Higher
Education with a faculty or institute itself, which trains these professionals, with a
formative common basis. Such conditions give rise to a dispute about the definition
of where, when and how the training of Basic Education teachers should be carried
out, and, above all, who is responsible for this task. In this field of contention, it is
observed that the number of teachers with masters in Basic Education has grown
significantly in recent years. The research then sought — in the light of the
contributions of dialectical historical materialism — to understand why teachers of
this stage of education seek the academic Masters in Education and why, after
completing the course, they continue to work in Basic Education. The work
involved the analysis of more than 500 curricula (from the Lattes Platform) of
graduate students from three postgraduate programs in Education (PPGE/ PUCRio, ProPEd/ Uerj and PPGE/ UFRJ), and 12 interviews with graduates of the three
PPGE who remained in Basic Education after the conclusion of the course. The
hypothesis that was raised and sustained after the analysis of the data obtained was
that more and more Basic Education teachers are looking for the master s degree as
an alternative of continuous formation, with a view to filling gaps left by an
insufficient initial formation, as well as to increase the same employability and to
be able to enjoy better conditions of work, also within the scope of the Basic
Education itself (greater field of employment than Higher Education), and not only,
for the performance in the Higher Education.