The book "Professor: artesão ou operário?" by PARO, Vitor Henrique, explores the nature of educational work and challenges the neoliberal view that reduces teaching to mere labor. It argues that teachers are not just workers but artisans, whose role is central to the educational process. The book is based on research conducted in a public school in São Paulo and examines the implications of educational practices for educational policies and administration. It is divided into four chapters, each addressing different aspects of teaching as a form of work. The first chapter discusses education as a pedagogical activity, emphasizing that learning is an appropriation rather than a transmission of knowledge. The second chapter conceptualizes teaching as a form of labor, drawing on Marxist theory, highlighting the distinction between manual and intellectual labor. The third chapter discusses the role of both teachers and students as workers in the educational process, challenging the notion that teaching is a form of forced labor. The fourth chapter concludes by critiquing neoliberal trends that minimize the state's role and recharacterize schools as mere institutions for profit. The author argues that education should be democratic and dialogical, serving the public interest rather than private or corporate interests. The book is a valuable resource for academic study and discussion, particularly in graduate programs, due to its clear language and methodological approach. It challenges the idea that teachers are mere workers and emphasizes their unique role in the educational process. The work is part of a broader critique of neoliberalism's impact on education and the need to protect the essence of teaching as an educational practice.The book "Professor: artesão ou operário?" by PARO, Vitor Henrique, explores the nature of educational work and challenges the neoliberal view that reduces teaching to mere labor. It argues that teachers are not just workers but artisans, whose role is central to the educational process. The book is based on research conducted in a public school in São Paulo and examines the implications of educational practices for educational policies and administration. It is divided into four chapters, each addressing different aspects of teaching as a form of work. The first chapter discusses education as a pedagogical activity, emphasizing that learning is an appropriation rather than a transmission of knowledge. The second chapter conceptualizes teaching as a form of labor, drawing on Marxist theory, highlighting the distinction between manual and intellectual labor. The third chapter discusses the role of both teachers and students as workers in the educational process, challenging the notion that teaching is a form of forced labor. The fourth chapter concludes by critiquing neoliberal trends that minimize the state's role and recharacterize schools as mere institutions for profit. The author argues that education should be democratic and dialogical, serving the public interest rather than private or corporate interests. The book is a valuable resource for academic study and discussion, particularly in graduate programs, due to its clear language and methodological approach. It challenges the idea that teachers are mere workers and emphasizes their unique role in the educational process. The work is part of a broader critique of neoliberalism's impact on education and the need to protect the essence of teaching as an educational practice.