Pejotizar é precarizar: escrevivência de uma professora-pesquisadora a partir de sua vivência e dos relatos de três professores de matemática pejotizados no Rio de Janeiro

Abstract

This dissertation aims to understand how the outsourcing of teaching labor through individual legal entities (commonly referred to as pejotização) impacts the work of mathematics teachers in private schools in the city of Rio de Janeiro. Pejotização is understood as a hiring prac tice that replaces formal employment under the Consolidation of Labor Laws (CLT) with the registration of the teacher as a legal entity, usually through the status of Microentrepreneur In dividual (MEI), thereby transferring responsibilities and risks from the school to the teacher. The research is grounded in the author’s lived experience and builds on implicated accounts of teaching practices, critically examining recent transformations in labor relations—especially in the aftermath of the 2017LaborReform—markedbytheadvanceofneoliberalismandthefinan cialization of education. This is a qualitative study, based on historical-dialectical materialism and inspired by the ethical-aesthetic approach of escrevivência, which values situated listening, lived experience as a source of knowledge, and writing as an act of resistance. Secondary data from Brazil’s Federal Revenue Service on MEI registrations in the education sector were mo bilized, alongside mediated conversations with outsourced mathematics teachers to construct the analyzed accounts. The findings indicate that pejotização weakens labor bonds, renders te aching work invisible, and compromises professional identity by denying basic rights such as paid vacation, year-end bonuses, and social security coverage. The accounts reveal how this hiring arrangement deepens historical inequalities, intensifies teacher isolation, and undermines collective bonds within schools. The discourse of autonomy, often used to justify outsourcing, conceals relations of subordination and contributes to the normalization of precariousness. The study concludes that pejotização is not merely a new contractual model, but part of a broader po litical project of state withdrawal and commodification of teaching as a social, pedagogical, and political practice. In light of this scenario, the dissertation reaffirms the importance of collective organization, the strengthening of professionalization, and the development of public policies that recognize and protect the work of mathematics teachers.