Detalhes bibliográficos
| Ano de defesa: |
2015 |
| Autor(a) principal: |
Felix Junior, Mauro Sergio |
| Orientador(a): |
Thiollent, Michel Jean Marie |
| Banca de defesa: |
Thiollent, Michel Jean Marie,
Nascimento, Rejane Prevot,
Costa, Isabel de Sá Affonso da |
| Tipo de documento: |
Dissertação
|
| Tipo de acesso: |
Acesso aberto |
| Idioma: |
por |
| Instituição de defesa: |
Universidade do Grande Rio
|
| Programa de Pós-Graduação: |
Programa de Pós-Graduacão em Administração
|
| Departamento: |
Unigranrio::Administração
|
| País: |
Brasil
|
| Palavras-chave em Português: |
|
| Área do conhecimento CNPq: |
|
| Link de acesso: |
http://localhost:8080/tede/handle/tede/53
|
Resumo: |
This study aims to present qualitative data on the meanings assigned to work for hourly teachers of private higher education institutions. The effort throughout the research was to analyze the features of the work of these teachers in the institutions where they teach, trying to understand the ways in which they act, think and feel their doing. In order to develop this analysis, inside the theoretical framework is presented a literature review about the work category meanings, the effect of globalization on labor, education as a commodity, and the key elements that allowed the establishment of the private higher education field in Brazil from the 1990s. A qualitative study was conducted using semi-structured interviews, applying in-depth interviews, where questions were investigated as motivation for the exercise of teaching in private HEIs, work scheme hourly, challenges and trends of private HEIs, management practices in private institutions, relationships with students, career, teaching of Administration, social recognition of the work and others. Based on the literature and conducting the field research, it was found that factors such as devaluation and loss of the sense of teaching feelings are present in these relationships that teachers establish with institutions. It also concludes that teachers perceive a growth of precariousness in their working relationships and see the teaching of the Administration based on functionalist paradigms focusing on the market. |
