WORLD WORLDWIDE ARGENTINA News Journal Update - (en) Argentina, ICL-CIT: Organizacion-Obrera #97 - DWELLINGS OF A MAY FIRST (ca, de, it, pt, tr)[machine translation]

 If instead of thinking about how we do it so that what is above does not fall on

what is below, we think about building another house, then it is different how we
organize ourselves, how we work, how we live. EZLN, May - June 2014/2015 ----
Much of the time we spend is working. The ways of inhabiting these work spaces
differ in several aspects: one of them is the task to be carried out. However, as
the work space shapes our psyche, identity and sense of belonging, it becomes
something contradictory, perverse and daily. ---- What happens when a worker
works in an "unnatural" dwelling? Understood as "unnatural" a space that is alien
to the cultural imagination, how does it shape your identity, from your
perspective and that of others? What does it mean, for example, in the context of
labor bureaucracy? What are the union dwellings in which you are allowed to live?

Take for example the case of Nursing. A profession historically relegated to an
imaginary of minor tasks, technicalized against its will, persecuted for
witchcraft in past times and for demanding recognition today. Ancient and
necessary work not only for human animals. Work that transcends the "sense of
doing" to try to provide some comfort, company and encouragement. They say out
there that if the bureaucrats had a minimum percentage of will than the nurses
[1], another would be the story....Will that does not always reach or cover
social expectations: will that is just that....because of compensation (social,
academic, economic) there is little, nothing and less and less.

What happens when that Nurse decides to leave the health practice to carry out
teaching or research tasks? It would seem that there is no point in
being...Without the "spicy nurse" Hansel and Gretel could not heal from the
witch's hyperglycemic coma....

As a button shows: a classmate had a stye and when she asked me to see her to see
what could be done, another of the people who was there said "But she is a
"teacher" not a nurse": well, in my case, one is not could exist without the other...

So, what are the dwellings that those of us who decide to place ourselves
"outside" of the hospital cage are allowed to inhabit? Could it be that we have
lost the role of "essential"? Or perhaps we are considered like that lion whose
hooves were torn off in the circus and is good for nothing more than yawning?

Because we are no less precarious [2] than hospital nurses who dedicate ourselves
to teaching/research. A colleague has also told me "they have less stress because
it is not like taking care of a patient in intensive care". Of course it is not,
but on our shoulders, in a certain way, the Nursing of tomorrow falls. In other
words, the nurse who is going to care for that person in therapy.

In the "traditional" unions linked to education, there are practically no spaces
for discussion of nursing teaching practice that lead to real improvements and
not debates where those who participate in the collective explain a lot, but come
back with nothing. A similar situation occurs with general labor conflicts: work
stoppages, strikes and mobilizations are generally linked to claims from other
educational levels that, although they share problems such as salary, restrict
the possibility of necessary improvements for nursing teaching (instrumental ,
access to specialized magazines, technology, etc.). Just to cite one example,
just this year one of the guilds sold both at a low price to its affiliated
teachers (the Nursing teacher needs them for supervised practices in hospitals)
[3]. It is worth asking what happens with the delegations in the Nursing teaching
workspaces. Is it meritorious to have achieved said discount? How do specific
claims of the sector turn to the unions? Are these felt claims or needs only
listened to or is there some type of subsequent action that generates a
turnaround in conflict situations?

Something similar happens in the Universities, a place where the profession
entered back in the forties of the last century. The discipline is rendered
invisible to the point that those who direct research projects related to
Nursing, for the most part, are from other disciplines such as sociology [4].
Something has changed with the incorporation of discipline into article 43 of the
Higher Education Law. However, the shortage of professionals who can fill
vacancies in the university environment is of the same magnitude as in the
hospital. This leads other professions to dictate the courses (sociologists,
doctors, pharmacists, educators) perpetuating the colonizing system in
professional training.

Why are professionals lacking in universities? Well, one of the answers to these
questions is that nurses pay for postgraduate courses out of their own pocket and
the residency/specialization system is dedicated exclusively with very low
salaries [5]. And there, as the publisher would say, is "curling the curl": low
salary, multiple jobs, little chance of projecting oneself as a professional.

In the educational scenario and no matter how badly despite some teachers, the
system continues to be a niche of obedience and meaningless reproduction of
knowledge. But the case of nursing education is of greater concern, not only
because it is a profession with social risk, but also because the critical
reflection that sounds so beautiful when saying it does not crystallize in the
classrooms and hospital practices. Fact that is closely related to the attitude
of passivity and obedience of the teacher himself who thinks twice before making
a note, who accepts that the union delegate is in turn coordinator on duty,
counselor and other herbs; who is alarmed when activities organized by their own
colleagues go against the teaching schedule... endless situations of submission
that can be read from the DNA of professional subordination, the "I come to do my
job and collect a salary" or the "I prefer Don't get into arguments."

And this is how the spaces to problematize the role as a worker are replaced by
spaces for institutional improvement for a few, which have an overwhelming
superficiality; where only frivolous chatter masquerading as a pedagogical model
is heard.

What happens to us then when the reproach of the student is "the subject has a
lot to read"? Or "for one point I did not pass" How do we respond to those
alterities that warn about the future of the profession? How to convey that a
Nurse with a critical spirit takes place in this present? Because the student
witnesses the mediocrity of the speeches, the lost space, the lightness with
which difficult situations are analyzed, the division of the collective where it
seems that only a few are deserving of professional recognition.

Isn't it time to build another house? One that does not isolate us, but
integrates us as workers, showing that our task has the same relevance to the
social network as those that are under the benevolent mantle of the social imaginary.

No, we are not artisans. Caring is a science. No, we are not auxiliaries of the
qédicxs. We make decisions like professionals minute after minute. No, we are not
less nurses because we dedicate ourselves to teaching and research. We need, like
any other group, that this May Day shelter us, strengthen us and integrate us
from our work with the rest of the workers.

The Resistance and Various Trades Societies offer us that unique opportunity: to
open discussions and debate, to see the person next to me not as my enemy but as
my partner, the one on whom I can lean my hand to walk together, beyond our
barriers. base occupations. That is being a worker and not pettiness that is
distributed in commissions, delegations or noble titles of the bureaucracy that
are nothing more than empty shells. We need to start opening our arms to find
ourselves side by side with those who are targets of similar marginalization. We
need to recover that spell that once condemned us to the stake to show that here
we are, we know what our challenges are and we only need the clear intention to
"turn the earth" [6]. We need to decide to change the cycle to advance in an
emancipatory dawn.

[1] In this article, the term Nurse will be used as a broad category that
transcends genders, races, and technicalities related to the degree.
[2] As of February 2023, the basic cost of a Hospital and Community Practice
Teacher- G.C.A.B.A (18 hours) was ARS 36,560.16, to which are added a series of
bonuses such as seniority, teaching material, degree and connectivity. In
national universities, the basic fee is between 100,000 - 110,000 ARS. It is
worth mentioning that in January a "typical" family needed $163,539 ARS to avoid
being poor.
[3] A standard ambo is around 10,000 Argentine pesos in value. To that amount
must be added the shoes/Swedes (approximately 13,000). The benefit meant a
reduction in its value.
[4] Little by little, some nurses are making their way in the arena of research
in project management. But even entering the research career (CONICET) is an
odyssey for the professional group.
[5] In the City of Buenos Aires, for example, a resident (regardless of the basic
profession) is earning 114,359 ARS (as of April 3, 2023).
[6] Understood from what was proposed by M. Vilca Vilca, Mario (2020) in
Pachacuti or "boltearse la tierra". Ancient ways of inhabiting the world. r institute

https://organizacion-obrera.fora.com.ar/2023/05/01/moradas-de-un-primero-de-mayo/
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