Repertórios de protesto dos professores em três países da OCDE: Um estudo comparativo em educação

Throughout the world, teachers' associations have played a pivotal role in the political engagement of teachers. Nonetheless, there exists a multitude of obstacles preventing the political activism of formally organized educators at present, owing to the current predicament faced by conventional associations, the impact of emerging social movements, and a neoliberal context that encourages individual action. In this context, a comparative analysis is conducted using an autoethnographic approach to uncover the protest strategies employed by organized teachers in Chile, Spain, and Portugal. The findings show that shared elements are tied to the recognition of a neoliberal agenda that has influenced educational protests. Therefore, data-driven discourse is a critical factor in teacher unrest and resistance. Furthermore, variations exist between these contexts, influenced by historical associations of backgrounds and other social movements. In Chile, the aesthetics of feminist movements are evident, and in Portugal, the symbol of a red carnation represents new characteristics for teacher participation in their associations. In contrast, Spain is more influenced by unions, leading to a greater emphasis on promoting trade union visibility during demonstrations. We discuss the impact of these protest tactics on the challenges faced by trade union cohesion, which have shaped the history of the Spanish trade union movement.