As universidades federais brasileiras e o movimento de intensificação do trabalho docente: um estudo sobre a UFPI
| Ano de defesa: | 2019 |
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| Autor(a) principal: | |
| Orientador(a): | |
| Banca de defesa: | |
| Tipo de documento: | Tese |
| Tipo de acesso: | Acesso aberto |
| Idioma: | por |
| Instituição de defesa: |
Universidade Federal de Uberlândia
Brasil Programa de Pós-graduação em Educação |
| Programa de Pós-Graduação: |
Não Informado pela instituição
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| Departamento: |
Não Informado pela instituição
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| País: |
Não Informado pela instituição
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| Palavras-chave em Português: | |
| Link de acesso: | https://repositorio.ufu.br/handle/123456789/28683 http://dx.doi.org/10.14393/ufu.te.2019.2435 |
Resumo: | We defend the thesis that the Universidade Federal do Piauí (UFPI) was restructured and expanded and with that the teaching work was intensified reflecting the professional and personal life of the institution's teachers. The analysis focused on the years 2008 to 2012, the period of greatest impact of the restructuring and expansion action. The main objective was to identify and analyze, in the light of theories, documents and empirical data, the intensification process, its nature and what this implied in the teaching work. The problem initially raised was that UFPI was restructured and expanded and the teaching work absorbed all the demands of the new dimension of the institution, so it was intensified as an objective expression of the whole process. The problem is justified by the identification, initially by abstraction, of elements that tend to indicate intensification at work, as a way of adapting teaching practice to the new role of the brazilian federal university in the current phase of expanded reproduction of capital, a perception that merited broader studies on the movement of recomposition of capitalism in the world and how federal universities and teaching work are called to adhere to the transformations in the world of labor required to meet the logic of this movement. All these readings have made promising space in the theoretical and methodological field for the realization of this study, which may contribute to the history of education and teaching work, consequently, to the history and historiography of education of the country and the state of Piauí, as well as for the definition of public policies for work in the field of higher education teaching. Because it is an institution inserted in the subsystem of the national education system, which brings together federal public institutions, and is subject to the same policies implemented in other IFES of the same nature, as an expression of state actions for this level of education, we seek to know research conducted at federal public universities in other regions of the country, the results of which point to the existence of intensification in the teaching work discussed above. To address this problem, we used as documentary technical procedures the documentary research with the contribution of data produced through questionnaires and interviews with social subjects, teachers and teachers of UFPI, which provided a qualitative quantiasqualitative approach, having as theoretical-methodological scope materialism historical in the dialectical perspective. In the development of the method we use the work as the base category and guiding axis, the teaching work as the content category and the dialectic as the method category, as well as its laws expressed in the notion of totality and contradiction. The main theoretical-methodological references used in the study were Augusto Nibaldo Silva Triviños (1987); Bogdan and Biklen (1994); Bernadete Gatti (2007); Evandro Ghedin (2011); Gaudêncio Frigotto (1987); Henrry Braverman (1977); Silvio Ancisar Sanches Gamboa (2008). As theoretical references of content we use Afrânio Mendes Catani (2002), (2013); Celia Regina Otranto (2008); Deise Mancebo (2006), (2016); Ernest Mandel (1985); Fabiane Santana Previtale (2012), (2015); François Chesnais (1996); Friedrich Engels (2015); Giovanni Alves (2013), (2000), (2008); Gaudêncio Frigotto (2001); Henrry Braverman (1977); István Mészáros (2002), (2004), (2011), (2014); João dos Reis Silva Junior and Valdemar Sguissardi (2001); Karl Marx (1985), (2010), (2011), (2014); Karl Marx and Friedrich Engels (2007), (2011); Maria Ciavatta (2015); Paul Singer (1981); Paul Baran (1972); Paul M. Sweezy (1967), (1993); Ricardo Antunes (2004), (1995), (2007), (2011), (2013); Valdemar Sguissard and João dos Reis Silva Junior (2009). The study confirms the problem initially raised, that is, UFPI has been restructured and expanded, especially with regard to the number of vacancies / enrollment, hiring of teachers and creation of new courses. It confirms the second problem that the teaching work has been intensified, from a new in-depth dynamic with restructuring and expansion, a new dynamic in the institution, leading to teachers experiencing stressful situations as a result of involvement with activities and responsibilities that cause stress and others. illnesses. It revealed, therefore, a new tense university culture tense in gestation, with a productive and competitive profile, by the implementation of referenced policies governing neoliberal statements and prescriptions of international organizations and which are now included in the policies carried out by the action of the Brazilian State. A singular fact unveiled by the study concerns the nature of intensification and its causes. At this point, the perceptions of the subjects are divided between those who claim that intensification is due to increased work, workload and progressive involvement with a greater amount of activities than over time were added when teaching, those who believe that the intensification occurs more due to the tensions in the climate that was installed in the institution of bureaucratization, productivism, individualism, competitiveness, pressure to meet obligations in tight deadlines, under penalty of sanctions, which gradually transformed the university into an ever more space taken by policies aimed at the mechanization and quantification of day-to-day teaching and those who say that teaching work has been intensified by the two blocs of effects shown above, combined and simultaneous, to which are added the insecurity of career, salary policy, compromising income, on which third parties depend, due to the lack of that makes the prospect of a full and fair retirement for everyone. |