The article presents an analysis of Brazilian teaching work and its different expressions in the face of the neoliberal drive of the last three decades. The aim is to understand how market dynamics consolidate a new materiality through the consequences of neoliberalism on/for teaching work. The analysis is based on a Marxist perspective, through bibliographical research that takes old and new debates as a premise for thinking about the precariousness of teaching work, using the categories: financialization and the commodification of education. We have highlighted the specificities of the precariousness of teaching work in Brazil, a country with dependent and late capitalism. As considerations, we reiterate the position of the state as an inducer of policies that favors the private mercantile sectors and which, by implementing legal and operational frameworks, benefits these sectors, corroborating in an intense way the consolidation of the precariousness of teaching work. Flexibility, intensification of working hours with no increase in remuneration, multi-skilling, exacerbated demands for efficiency and results have become the new rules of neoliberal rationality. On the other hand, the struggles in defense of the public nature of the teaching profession are central to this context.