A intensificação do trabalho docente no processo de financeirização da educação superior : o caso da Kroton no Estado do Espírito Santo

• Ano de defesa: 2014
• Autor(a) principal: Sebim, Charlini Contarato
• Tipo de documento: Tese
• Tipo de acesso: Acesso aberto
• Idioma: por
• Instituição de defesa: Universidade Federal do Espírito Santo; BR; Doutorado em Educação; Centro de Educação; UFES; Programa de Pós-Graduação em Educação
• Palavras-chave em Português: Labor; Teaching work; Higher education; Fictitious capital; Corporate governance; Trabalho docente; Educação superior; Capital fictício; Gobierno corporativo; Trabajo; Trabajo docente; Educación superior; Trabalho; Bolsa de valores; Ensino superior; Professores - Educação; Governança corporativa; Educação; 37
• Link de acesso: http://repositorio.ufes.br/handle/10/1366

This research aimed to investigate the impact of the changes brought to the teaching work due to the inclusion of higher education in the Stock Exchange, based on two higher education institutions belonging to the Kroton group (Pitágoras College – Guarapari and Pitágoras College – Linhares), both from Espírito Santo – Brazil. Legally speaking, until 2007, these institutions were limited partnerships and did not belong to the Kroton group. They were known as Fipag – Faculdades Integradas Padre Anchieta de Guarapari and Unilinhares – Faculdade de Ciências Aplicadas Sagrado Coração, respectively. In 2008, the Kroton group purchases these two institutions and begins to operate them from the brand “Pitágoras”. Thus, this research is a case study of Pitágoras units located in Espírito Santo - Brazil. From semistructured interviews with 12 professors and former professors, this study highlights how the organization and the educational working conditions were before the intervention of Kroton group and what has changed since then. To perform the theoretical analysis, the research had as baseline Karl Marx, François Chesnais and Dermeval Saviani. After Fipag and Unilinhares have become Kroton group’s properties, there was an intensification of the exploitation of teaching work and a reduction of teacher autonomy with respect to planning and teaching activities, which were strengthened by excessive working hours (Term and Structured Lecture); by the diversity of subjects that the professor was responsible to deal with; by tension regime that built the work organization (a largest number of resignations); by excluding the professor participation in choosing the theoretical and methodological reference. In part, these issues are the result of combination between Taylorism with corporate governance and they acted to reduce the participation of professor in activities related to planning and teaching activities, thereby reinforcing the social relations of domination inherent in alienated labor.