Orientador: Romualdo Dias / Resumo: Este trabalho analisa algumas marcas de possíveis processos de singularização ocorridos em professores que aderiram à greve do magistério público estadual paulista, em 2015. Compreendemos a greve como um movimento coletivo de resistência frente as imposições estatais no que se refere à Educação pública, a Escola e o papel do professor. A atmosfera de conflitos foi constatada por meio das narrativas criadas sobre o evento pelos dois lados envolvidos: Governo do Estado de São Paulo – por meio do jornal Folha de São Paulo – e sindicato dos professores (APEOESP) – através dos boletins informativos. A divergência sobre a educação deve-se à divergência ideológica que norteia a atuação governamental ou sindical. Nesse sentido, há uma preocupação no trabalho em compreender como o avanço do neoliberalismo na política se relaciona com o sindicato e com a educação. Por fim, no final da pesquisa foi resultado de conversas que tivéssemos com 4 professores grevistas da cidade de Limeira-SP. A partir do diálogo eles expuseram suas trajetórias no magistério, suas experiências no sindicato e suas impressões sobre a greve de 2015. / Abstract: This paper analyzes some marks of possible singularization processes that occurred in teachers who joined the strike of the São Paulo state public teaching profession in 2015. We understand the strike as a collective movement of resistance against state impositions regarding public education, the School and the role of the teacher. The atmosphere of conflict was verified through the narratives created about the event by the two sides involved: São Paulo State Government - through the newspaper Folha de São Paulo - and teachers' union (APEOESP) - through the newsletters. The divergence over education is due to the ideological divergence that guides the government or union action. In this sense, there is a concern at work in understanding how the advance of neoliberalism in politics relates to the union and education. Finally, at the end of the research it was the result of conversations we had with 4 striking teachers from the city of Limeira-SP. From the dialogue they exposed their career in teaching, their experiences in the union and their impressions of the 2015 strike. / Mestre

abstract: The ongoing Red for Ed movement in Arizona sparks an interesting discussion on its place as a social movement. This thesis examines the movement in close detail, particularly in regard to how it fits within the social movement literature’s insider/outsider framework. While partisanship is clearly important for understanding movement successes and failures, this study goes beyond party to explore through the case of Arizona how teacher movements are constrained by 1) teacher associations that operate as outsiders to state politics and 2) school districts that isolate the problem priorities (funding; teacher pay) from gaining large-scale public reaction that can be leveraged to change state policy. In short, I show how teacher movements face significant institutional barriers that localize their messaging and prevent insider access from state politics. / Dissertation/Thesis / Masters Thesis Social Justice and Human Rights 2020