FABÍULA TATIANE PIRES

A A CARREIRA DO ENSINO BÁSICO, TÉCNICO E TECNOLÓGICO NO INSTITUTO FEDERAL: INTENSIFICAÇÃO, PRECARIZAÇÃO E RESISTÊNCIA

Introduction

A a carreira do ensino bÁsico, tÉcnico e tecnolÓgico no instituto federal: intensificaÇÃo, precarizaÇÃo e resistÊncia. Analisa a carreira de professores do Ensino Básico, Técnico e Tecnológico (EBTT) em Institutos Federais, discutindo intensificação, precarização e resistência docente.

Abstract

O texto apresentado é uma resenha avaliativa de um artigo submetido ao periódico Educação em Revista, que adota princípios e práticas do movimento Ciência Aberta, oportunizando a avaliação aberta e dialogada entre autores e avaliadores. O trabalho analisado tem como objetivo examinar o contexto histórico de implantação dos Institutos Federais (IFs) e a carreira de seus docentes, especificamente a de professor do Ensino Básico Técnico e Tecnológico. Neste sentido esta resenha busca dialogar com os autores, trazendo elementos que possam ampliar a visão crítica sobre as discussões abordadas.  Ao findar as análises fica evidente a  necessidade de ampliação das discussões sobre as especificidades dos IFs, a fim de que sejam reconhecidos e valorizados em suas particularidades. Ademaism conhecer os desafios da carreira EBTT, a partir das vivências dos próprios docentes, pode possibilitar a construção de estratégias de resistência contra a precarização e a intensificação do trabalho a que estão submetidos no formato atual da carreira.

Review

This submission presents an evaluative review of an article focused on the career of professors in Brazilian Federal Institutes (IFs), specifically within Basic, Technical, and Technological Education (EBTT). The abstract clearly situates the review within the principles and practices of Open Science, emphasizing an open and dialogical evaluation approach, which is commendable and aligns with contemporary academic transparency initiatives. The subject matter—the historical context of IFs, the EBTT career, and the critical issues of intensification, precarization, and resistance faced by these educators—is highly relevant and timely, addressing significant challenges within public education and professional development in Brazil. The reviewer's stated objective to engage in a critical dialogue with the original authors, aiming to broaden the analytical scope, positions this contribution as a valuable step in enhancing the original research. A key strength of this evaluative review, as presented in its abstract, is its explicit commitment to the dialogical process facilitated by Open Science, offering a constructive space for academic enrichment. The abstract effectively identifies crucial areas where the discussion surrounding IFs and EBTT careers could be expanded, particularly by calling for a deeper recognition of IFs' unique particularities and an integration of the lived experiences of teachers as a foundation for understanding precarization and developing resistance strategies. This indicates a thoughtful engagement with the original work and a clear vision for its potential enhancements. However, the abstract for *this review* primarily outlines its intent to dialogue and areas for the *original article's* expansion, rather than offering a glimpse into the specific critical arguments or additional evidence *this review* itself brings to the table. While this approach is understandable in a dialogic review context, a slightly more explicit indication of the review's own analytical contributions, even if brief, could strengthen its standalone impact. Overall, this evaluative review is a valuable contribution to the ongoing scholarly discourse, particularly given its embrace of Open Science methodologies to foster a more collaborative and rigorous academic environment. To further enhance its impact, I recommend that the authors consider slightly refining the abstract to provide a more direct preview of the analytical points or specific perspectives that *this review* introduces to the discussion. For example, a concise statement regarding one or two key elements that the review elaborates upon or critically re-examines within the original article could be beneficial. Furthermore, exploring a more distinct title that signals its identity as an evaluative piece, perhaps referencing the original article while also highlighting the review's unique critical lens, might improve clarity for readers. These suggestions aim to further articulate the distinct intellectual contribution of this review, while acknowledging its inherent value in promoting deeper, more nuanced understanding of the vital issues facing EBTT professionals in Federal Institutes.

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