摘要：In this article we discuss the impacts of the neoliberal educational and curricular restructuring that
have affected the fabrication of teachers’ identity and, mainly, intensified the teaching work.
These impacts bring modifications into the educational labor process in terms of more or less
pedagogical control, more or less autonomy of teachers over their making and thinking and
increase the intensification of teachers' work as well. These processes also directly affect the
curricular practices. As part of this, new educational requirements are demanded from teachers and
schools: the principles of competence and the management models of evaluation are some of them.
Finally, we think that these changes not only have interfered in the bodies, but also, and maybe
mainly, in the emotional of the teachers, making them internalize the process of intensification,
turning it into a process of self-intensification. The concept of biopower allows us to understand
the intensification of teaching work as a production of identities that produces effects over
teachers in a process of production of themselves.
