Trabalho docente na educação superior: o uso de tecnologias digitais e as manifestações de sofrimento

Detalhes bibliográficos
Ano de defesa: 2017
Autor(a) principal: Sara Shirley Belo Lanca Torres
Orientador(a): Não Informado pela instituição
Banca de defesa: Não Informado pela instituição
Tipo de documento: Dissertação
Tipo de acesso: Acesso aberto
Idioma: por
Instituição de defesa: Universidade Federal de Minas Gerais
UFMG
Programa de Pós-Graduação: Não Informado pela instituição
Departamento: Não Informado pela instituição
País: Não Informado pela instituição
Palavras-chave em Português:
Link de acesso: http://hdl.handle.net/1843/BUBD-AWFJHT
Resumo: The aim of the present study was to investigate the discourse of teachers about suffering manifestations and their relationship with the use of digital technology on the work process of teachers inside a public university. The theoretical grounding relies on the contributions of authors that discuss the transformations of work in contemporaneity: Antunes (2008; 2009; 2015); the implications on the public universities and university teacher work based on the educational reforms implemented since the decade of 1990: Santos (2011), Sguissard and Silva Júnior (2000; 2009), Maués (2010), Mello (2010), Oliveira (2002; 2004; 2009; 2010), and Mancebo (2006); the insertion of digital technologies on the process of teacher work and the suffering manifestation due to the labour context: Fidalgo (2009), Lévy (2000; 2003), Tavares (2014), Castells (1999; 2015), Leão and Brant (2015), Dunker (2015), among others. Methodologically, the study used a quali-quantitative approach. The methodological trajectory consisted of three stages of literature and documental review; information production by means of questionnaire application and individual interviews; and information analysis. In order to analyse the quantitative information, we used descriptive statistics; for the qualitative information, we used content analysis. We verified that the suffering manifestations we not related by the teachers to the tools themselves, but to the usage they make of those devices and to the diverse relationships set between time and space, power, control and appropriation of digital technology on the work process. However, the suffering manifestations were considered as an alert for the need of transformation of the teachers work process.