Precarification and intensification of teaching work during the pandemic:

material conditions and proletarianization trends in Mozambique

Abstract

The article intends to analyse how the teaching class has positioned itself to face the pandemic inside and outside the classroom in Mozambique. Specifically, it aims to identify the parameters of confrontation to reconcile the weak school infrastructure and the need to guarantee the pupils learning; interpret the (re)formulation of teaching practices in the covid19 scenario; from the concept of proletariazation in Marx, to explain how the precariousness and intensification of teaching work affects the health of this category of worker. Methodologically, it seeks to explain the contradictions present in the Mozambican context about being in the classroom and facing the pandemic with few working conditions, based on a survey with primary and secondary school teachers. Data presented show that there is a discourse aimed at active consent that the existing conditions favour the performance of teaching work, however, the teachers' feeling is that this is a challenge for their health and well-being.