The book "Professor: artesão ou operário?" by Vitor Henrique Paro, published in 2018, explores the unique nature of educational work and its implications for educational policies and fundamental education administration. The author argues that teachers, rather than being mere executors of neoliberal policies, are engaged in a specific and complex form of labor that cannot be reduced to a simple service or an industrial process. The book is divided into four chapters. The first chapter discusses education as a pedagogical activity, emphasizing that education involves appropriation rather than transmission of knowledge. The second chapter conceptualizes work from a Marxist perspective, highlighting the human-oriented nature of labor and the importance of both manual and intellectual work. The third chapter delves into the concept of work in the educational process, drawing on Marx's theory to argue that both educators and students are workers, but their work differs from capitalist production. The fourth chapter concludes with reflections on the book's findings, critiquing neoliberal trends that minimize the state's role and devalue education. The author emphasizes the need for a democratic and dialogical relationship in education, where the school serves the interests of all citizens rather than private or corporate interests. The book is recommended for study and discussion in both undergraduate and graduate programs, offering a simple yet useful methodological approach inspired by Marxist theory.The book "Professor: artesão ou operário?" by Vitor Henrique Paro, published in 2018, explores the unique nature of educational work and its implications for educational policies and fundamental education administration. The author argues that teachers, rather than being mere executors of neoliberal policies, are engaged in a specific and complex form of labor that cannot be reduced to a simple service or an industrial process. The book is divided into four chapters. The first chapter discusses education as a pedagogical activity, emphasizing that education involves appropriation rather than transmission of knowledge. The second chapter conceptualizes work from a Marxist perspective, highlighting the human-oriented nature of labor and the importance of both manual and intellectual work. The third chapter delves into the concept of work in the educational process, drawing on Marx's theory to argue that both educators and students are workers, but their work differs from capitalist production. The fourth chapter concludes with reflections on the book's findings, critiquing neoliberal trends that minimize the state's role and devalue education. The author emphasizes the need for a democratic and dialogical relationship in education, where the school serves the interests of all citizens rather than private or corporate interests. The book is recommended for study and discussion in both undergraduate and graduate programs, offering a simple yet useful methodological approach inspired by Marxist theory.