Opinion article by José Matias Alves, professor at the Faculty of Education and Psychology at the Catholic University.

Negotiation seems to resemble a game of imposition and "all or nothing." The "respect" will probably have to go through demands that can be phased in.

We live in chaotic times in education. In part as a consequence of a disruptive statute of the teaching career that began to be designed in 2006. And of a professional practice that has become progressively entangled in a web of bureaucratic duties that has helped to destroy the "passion of being a teacher."

Over the years, the pressure cooker has reached unsustainable limits. There are "a thousand and one reasons and feelings" for teachers to complain and protest: precariousness, "frozen time," the "house on one's back," the stranglehold on access to the 5th and 7th grades, evaluation strangled by quotas, the hell of bureaucracy, the difficulty of making those students who do not fit into the "ready-made uniform curriculum" learn, the frequent disallowance of the "authorities"? These are some of the faces of discontent and exhaustion. But it must also be admitted that in this broth of demands, there are challenging to sustain claims, serving as an example of everything that has to do with the regime (and the model) of recruitment of teachers.