TRABALHO DOCENTE NA ESCOLA PÚBLICA E AS FACES REVIGORADAS DA TEORIA DO CAPITAL HUMANO

The present study aims to analyze teaching work in public schools and how the Theory of Human Capital seems to be reinvigorated with practices and curricular content aligned with the market's educational project. The study is justified, among other elements, by the need to understand how public schools are spaces of disputes and contradictions. Historically, it presents itself as an institution that meets the assumptions of the capitalist project while also encompassing the struggles and resistances of the working class in the pursuit of a comprehensive and inclusive educational project. The problem of the study is summarized in the following question: To what extent is teaching work affected by the new facets of Human Capital Theory in public schools? The methodology was carried out thru bibliographic research, using historical-dialectical materialism as the method of analysis, as we understand that the comprehension of this object involves broader political and economic relations that affect the school's educational projects. The study enabled us to understand the need to rethink the public school curriculum beyond the market-driven horizon that dominates current educational policies, so that actions and movements can be fostered to reclaim the public sense of the school and its social function in the education of the working class with the provision of complex, integrated, and humanizing school content.