Neoliberal Educational Policies: academic work and health of male teachers

Abstract

Neoliberal educational policies have been implemented for more than three decades in Latin America, which have altered teaching practices. Likewise, the educational reforms have not considered the characteristics or idiosyncrasies, in this case, of Mexico, since they have been a copy of the European and U.S. educational models. Based on these problems, the main objective was to: make evident some problems in professional teaching practice, as well as the health repercussions of high school and university teachers as a consequence of neoliberal educational policies. There was the participation of 10 teachers who work at different educational levels: High School and Higher Education; in the State of Mexico, Hidalgo and Chile in South America. The research was divided into three phases: before, during and after the pandemic. The methodology used was qualitative, with a descriptive and interpretive approach. The results were presented as a “novel” constructed from the participants' narratives. Their problems related to teaching work, trigger a series of sickness at a biopsychosocial level. Definitely, the educational institution is going through a crisis and a rethinking of teaching work is urgently needed so that, the meaning of the teaching role does not die and along with it, the educational institution.