Dissertações em Educação (Mestrado) - PPGED/ICED

URI Permanente para esta coleçãohttps://repositorio.ufpa.br/handle/2011/2319

O Mestrado Acadêmico pertence ao Programa de Pós-Graduação em Educação (PPGED) do Instituto de Ciências da Educação (ICED) da Universidade Federal do Pará (UFPA).

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Agora exibindo 1 - 13 de 13

Acesso aberto (Open Access)
“Decifra-me ou te devoro”: o salário dos professores da rede pública estadual de ensino do Pará como alienação e exploração
(Universidade Federal do Pará, 2019-02-08) RIBEIRO, Abelcio Nazareno Santos; CHAVES, Vera Lúcia Jacob; http://lattes.cnpq.br/3533444052532463
This dissertation analyzes the salary of the teachers of the state public education system of Pará from the perspective of alienation and exploitation. The objective is to analyze whether teachers understand (or not) the composition of their salaries and how the state government, through the State Department of Education (SEDUC) takes advantage of this condition to alienate the action of teachers, limiting their conscious action. The main basis for the construction of this analysis was through an analytical theoretical study of the categories: work, alienation, remuneration and salary; making the crossing of legislation and the composition of the remuneration, from documents and interviews with teachers of the public network aiming to identify their effects on the (un) appreciation of teachers in the last fifteen years (2007-2018). In this context, it analyzes the payroll policy of the governments of Ana Julia Carepa (PT) and Simão Jatene (PSDB) and the role of SINTEPP as a class entity in the defense of professional valuation. For that, we adopted as a methodological resource bibliographical and documentary research, as well as interviews. The theoretical contribution adopted was based on historical materialism in the sense of explaining the contradictions and mediations between the role of the State and the government in the definition of salaries and the limits on the teachers' conscience in the search for professional valorization. From the interviews with teachers from the public education network of Paraense, the results show a marked lack of knowledge about their work relationship, their rights and their salary, showing that there is an alienated view of their relationship with the fruit of their work.
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Estado, direito e políticas públicas: um estudo sobre a incidência normativa na educação superior a partir da Constituição Federal de 1988
(Universidade Federal do Pará, 2008-07-02) MAGNO, Michelle Feitosa; CHAVES, Vera Lúcia Jacob; http://lattes.cnpq.br/3533444052532463
This study has as its main subject the analysis of the public policies drawn up by the Brazilian State through normative regulations for the higher education. Using as categories of analysis the university autonomy and the funding of higher education, the research is based on the premise that public policies have been build from legal regulations. Thus, we searched into the Brazilian State public policies issued by it through legal standards and its consequences in higher education. This study is a bibliographic research that performs a detailed survey of the legal system developed by the Brazilian State for higher education from the Federal Constitution of 1988 until the year 2006. We found out that subsequently to the current Constitution, forty four legal regulations, two of them being constitutional amendments, eleven laws, three interim measures, nine decrees, among others normative standards were approved regarding the university autonomy and funding of higher education, and that also concurred to a profound change in the constitutional text. In the development of the study we started with the argumentation about the State, in order to establish the relations between the Law and the public policies. Then, we draw an historical contextualization of all Brazilian Constitutions, with emphasis on the process of redemocratization started in 1974 and reaching its highest point in the Constitution of 1988, whose key feature was its definition as the most democratic Magna Carta known in Brazil. In this Constitution, we discuss the articles that infer on university autonomy and funding of higher education. Based on the discussion of the Brazilian State and the information provided by the Constitutional Law, we conducted an analysis of post-constitutional legislation that sets policies for Brazilian higher education directed to finance that level of education and university autonomy. Taking as reference the constitutional text, we discourse about the constitutionality control as a legal principle. The study showed that most of the infra-constitutional legal rules regulating Brazilian higher education act contra legem mater, when, for example, proceed against the article 207, interfering on the choice of the university leaders, injuring the ability of the university itself legislate about its own topics, or when disentail provided percentages for the financing of higher education, such as the Revisal Constitutional Amendment n. 1/1994 and Constitutional Amendment n. 10/1996, injuring constitutional principles and representing the interests of the neoliberal capitalist state. The study presents a contribution for the educational public policies field, since it allows reflections on the way that the subjective public law comes to education, assured in the constitutional text, has been systematically and successive denied by governments after the Federal Constitution of 1988 that folow the neoliberal state model.
Acesso aberto (Open Access)
A expansão da educação superior e o trabalho docente: um estudo sobre o Plano Nacional de Formação de Professores da Educação Básica (PARFOR) na UFPA
(Universidade Federal do Pará, 2012-06-22) NASCIMENTO, Denise de Souza; CHAVES, Vera Lúcia Jacob; http://lattes.cnpq.br/3533444052532463
This study aimed to analyze the implications on the teaching work with the implementation of the National Teacher Training in Basic Education “Plano Nacional de Formação de Professores da Educação Básica” (PARFOR) at the Federal University of Pará “Universidade Federal do Pará” (UFPA), as part of the expansion policy of higher education in the country. For this purpose, we analyze the guidelines and implementation of policies to expand higher education in the government of Luiz Inacio Lula da Silva (2003-2010), within the context of state reform and the University, which provided an understanding of the phenomenon that is occurring in UFPA with adherence to PARFOR. The analysis of the PARFOR at UFPA was made considering the number of courses, the number of vacancies and enrollment effect in the years 2009 to 2011, beyond the analysis of interviews with the subjects coordinators and teachers who allowed us to identify the impact on university teaching based on the workload, the number of classes and individual plan of work during the school year plan. Our methodological approach was a case study of the phenomenon that is occurring in UFPA to expand the supply of jobs, increased enrollments and the creation of new courses without the corresponding financial support for hiring new teachers, so the total amount tasks without the increased number of teachers who had the same job tasks in a compressed. It is valid to remember that the teacher uses in PARFOR vacation, recess and weekends to teach classes in search of a salary supplement in the form of scholarships provided by the National Education Development “Fundo Nacional de Desenvolvimento da Educação” (FNDE) by the Coordination of Improvement of Higher Superior “Coordenação de Aperfeiçoamento de Pessoal de Nível Superior” (CAPES) experiencing thus a broad intensification of work, which nevertheless does not prevent more and more teachers are adhering to PARFOR. Therefore, this research it was found that the expansion of higher education that is occurring result of the implementation of the PARFOR at UFPA is intensifying the teaching profession, as it appears from higher energy needs of physical, cognitive and emotional to teach in other classes outside their regular work plan, aiming additions financial, since the wage squeeze for what has been going for years the university professor. For capitalism is producing the intensification of economic growth, the more you work to get more profit.
Acesso aberto (Open Access)
Financiamento da Educação Superior no Pará: uma análise dos cursos de contrato na Universidade Federal do Pará no período de 2000 a 2008
(Universidade Federal do Pará, 2009-10-13) SILVA, João Batista do Carmo; CHAVES, Vera Lúcia Jacob; http://lattes.cnpq.br/3533444052532463
This study presents results of a study that investigated the contracts signed in the period 2000 to 2008, between the Federal University of Pará (UFPA) and municipalities in the state of Para, to offer full degree courses, funded by the the Fund for Maintenance and Development of Fundamental Education and Valorization (FUNDEF) for teachers of municipal education systems. To understand this problem, we developed the following questions: How is the financing policy implemented by the federal government for IFES during that period, and what are its relations with the reform of the state and higher education in the country? What is the policy of financing the process of internalization of the Federal University of Para and what is its relationship with the policy of offering courses of contract? What amount of public funds from the municipal contracts between the Federal University of Pará and the municipalities in the state, in the period highlighted? How were the proceeds applied to contracts between the Federal University of Para and the municipalities in the state? We adopt the approach as a methodology quantitative and qualitative data and use documentary. As a result, we realize that the reform of the state, resulting from the financial crisis of capital, resulted in reconfiguration of the state's role in education, especially in regard to the law of higher education policy and funding for this level of education. Therefore, the Brazilianpublic university is experiencing a constitutional crisis, which manifests itself especially in the stagnation of the budget resources of the Federal Government for its maintenance. The resources provided by the federal government to fund public to bear the cost of higher education have realized the growing demand for people who seek this level of education. It was demonstrated in research that contract courses are a strategy for training of professionals with local matching funds for maintenance of the campus core and complementary salary of professors who work in these courses.
Acesso aberto (Open Access)
Financiamento estudantil nas instituições privado-mercantis de ensino superior no Brasil: o caso da Kroton Educacional
(Universidade Federal do Pará, 2019-02-26) REIS, Tayanne de Fátima Almeida Tabosa dos; CHAVES, Vera Lúcia Jacob; http://lattes.cnpq.br/3533444052532463; https://orcid.org/0000-0003-3128-3659
The present study investigates new forms of student financing of higher education used by Kroton, Private Student Parceling (PEP) and PraValer. Its general objective is to analyze these two new forms of financing in the context of the financialization of education. It is hypothesized that the Student Financing Fund (Fies), student financing guaranteed by the State, was a policy that prompted the privatization, expansion and financialization of higher education in Brazil, which paved the way for these new forms of financing. Methodologically it is a case study based on historical-dialectical materialism. It uses bibliographic and documentary research which has analyzed documents such as: the financial and accounting statements that Kroton provides on its website; the TCU reports; data on expansion published by INEP; news and articles published by electronic newspapers from 2015 to 2018. It points towards a conclusion which confirms our hypothesis, i.e., that Fies acts as a contradictory policy, since it makes access to higher education possible, while it strengthens the privatization and financialization of this level of education. In addition, after the redesign by which the Fies went through in 2015, the process of expansion of the private-commercial sector, through private student credit lines, is intensified, since PEP and PraValer, credit lines offered by Kroton Educacional, are formulated in this scenario of financial unsustainability of the Fies. Thus, Kroton Educacional presents more latently its financial facet as it distances itself from the educational and pedagogical processes and acts in the sale of credit / finances. PraValer and PEP, in general, are programs that use the omission of information and the association with the conditions provided by the Public Financing Program to stimulate the sale of credit. In addition, the advertisements by the PEP and PraValer lines are misleading insofar as they advertise no interest and no guarantor, a fact that becomes explicit when analyzing the contracts. The PEP and PraValer programs are openly targeting the low-income population, and the conditions offered by the programs suggest that students and their families may find it difficult to pay off the debt they incur, so that we can say that this proliferation of student financing is a responsible educational product to inaugurate a new moment for private HEIs insofar as it intensifies financial relations in the sector
Acesso aberto (Open Access)
A implantação do REUNI na Universidade Federal do Pará: um estudo de caso do Campus Universitário de Altamira
(Universidade Federal do Pará, 2011-03-28) ARAÚJO, Rhoberta Santana de; CHAVES, Vera Lúcia Jacob; http://lattes.cnpq.br/3533444052532463
The university reforms underway in Brazil, specifically those initiated during the administration of President Lula da Silva, inaugurated a new stage in the (re)configuration of public universities in the country, which directly affected the academic administrative, and policy structures of these institutions. The REUNI (Support Program for the Restructuring and Expansion of Public Universities) is an example of the current context of such reforms, and is presented as a major action on the part of the federal government aimed at expanding access to, and permanence in public universities. This thesis is the result of ongoing research in the Graduate Program in Education at the Federal University of Pará (UFPA). The implementation of the REUNI on the UFPA Altamira University Campus was the object of the research, which aimed to investigate the impact of the program on issues related to access to higher education, as well as those concerning university financing and management. Research methodological tools and procedures included literature review, documentary analysis, and case study. The theoretical and methodological approaches are founded upon the contributions of historical and dialectical materialism. Preliminary results indicate that, the massive adherence to the REUNI by federal universities notwithstanding, the set of indicators agreed upon in the Program term of accesion has not been fully achieved, notably those of quantitative character. At the Federal University of Para, despite the broad normative framework designed and issued to give substance to actions and goals of the Program, and effectiveness to its indicators such as graduation and expansion of the undergraduate programs, the corresponding results remain, so far, below the goals agreed upon with the Ministry of Education (MEC). Moreover, important changes have been observed in the dynamics of the institution management, which has enwrapped the administrative procedures by ways of rationality, flexibility and efficiency, in short, by a results-oriented management. Research results evidenced that the current conformation assigned to public universities resides both on the redefinition of the concepts of public and private and on the progressing erosion of university autonomy; also, they offered evidence regarding the ongoing expansion without the corresponding necessary financial apportion, and without the guaranteed standards of academic excellence, historically assigned to public universities.
Acesso aberto (Open Access)
A política de assistência estudantil no governo Lula: 2003 a 2010
(Universidade Federal do Pará, 2014-08-26) SANTIAGO, Salomão Nunes; CHAVES, Vera Lúcia Jacob; http://lattes.cnpq.br/3533444052532463
The general objective of the research is to analyze the student assistance policy developed during Lula´s government (2003-2010) in order to attend undergraduate students of federal universities, especially at the Universidade Federal do Pará (UFPA), identifying its impact concerning retention of these students. We started, centrally, of the question: how has been developed the policy of student assistance in the context of the politics access and retention of the students in higher education, especially, in the federal universities during Lula's government (2003-2010)? We start from the perspective that understanding this process assumes that we consider the context of capital's structural crisis, when emerging, on the political level, the neoliberalism and on the economic, the productive restructuring, with the redefined of State´s role as well as of social policies (including the student assistance). We adopted the methodology based in literature and documents, in the frame of references of historical materialism. In this sense, we analyze laws and decrees that concern to the defined objective, in addition to statistical and budgetary data about the expansion of higher education (undergraduate courses), particularly in UFPA. We work with the analysis’ categories of contradiction and mediation as addressed within the historical materialism, as mediations for understanding the Student Assistance policy subsumed in social policies and how they relate to the legal provisions that regulate the student assistance. We also used – as a category related to the assistance policy – the permanence which is central in this process. We conclude, among other things – in the interior of the adopted methodology - that the Student Assistance as established and institutionalized in Lula´s government (2003-2010), through PNAES (National Student Assistance Program), represents a conception limited, fragmented and focused on the poorest social segments of the population, considering this policy adopt the logic of lower budget feature to the largest quantity of care. This logic resonates in a negative manner regarding the permanence of students in UFPA and consequently the failure related to the conclusion of the courses, which removes from the Student Assistance her character of universal social right.
Acesso aberto (Open Access)
Política de financiamento da Universidade do Estado do Pará no período de 1997-2015
(Universidade Federal do Pará, 2017-07-06) RIBEIRO, Giselle dos Santos; CHAVES, Vera Lúcia Jacob; http://lattes.cnpq.br/3533444052532463
This paper aims to analyze the financing policy in the expansion of the State University of Pará from 1997 to 2015. It is based on the understanding that the expansion of UEPA is linked to changes in the legal and political structure of the Brazilian State, As a result of the reforms implemented by the government of Fernando Henrique Cardoso that began in 1995, which continued in the 13 years of the PT governments and that the state governments reproduced. These changes were in line with the external guidelines of the international organizations that had repercussions on higher education, after the promulgation of the Law of Guidelines and Bases of Education in 1996. In this context the research was carried out in order to answer the following questions: The financing policy in the expansion process of the State University of Pará from 1997 to 2015? In the set of Brazilian higher education as the state universities managed to expand, from the 1990s, in a political and economic context of crisis and state reforms? How was the creation movement of the State University of Pará constituted and its expansion process? What is the amount and the origin of the public resources destined to the financing of the University of the State of Pará? The research is based on the assumptions of Marxist theory, therefore, in the understanding that the transformations occurred in the current society, whether in economic, political, social and educational aspects, have as main reference the class struggle, the understanding of the State as a structure In the service of the dominant social class, and education as an ideological apparatus of the state, although it is a space of dispute. In the methodological procedures, we opted for the work with documentary data collected in the INEP, in official UEPA documents and in the State General Statements. The results indicate that, since its creation, UEPA has undergone a process of marked expansion, mainly in the number of courses and enrollments. This process has not been accompanied proportionally by an increase in the effective cadre of teachers and technical-administrative, indicating a possible intensification of the teaching work. In terms of funding, it is important to highlight that UEPA does not represent 2% of the state's net current revenue and its resources are essentially made up of Net Income from Taxes. The annual pass-through does not follow an increasing logic in percentage terms and in this same parameter, does not accompany the expansion process, indicating, thus, the absence of a financing policy coherent with the expansionary reality of UEPA. The university's resources are essentially allocated to personnel expenses, while year-on-year, despite the expansion of courses and enrollments, constant reductions are made in the transfer to real investments.
Acesso aberto (Open Access)
Políticas de avaliação institucional da educação superior: o caso da Universidade Federal do Pará
(Universidade Federal do Pará, 2008-04-04) RIBEIRO, Maria Edilene da Silva; CHAVES, Vera Lúcia Jacob; http://lattes.cnpq.br/3533444052532463
This research intitled Institutional Evaluation Policies in Higher Education: the case of the Federal University of Para, has the Brazilian policies for institutional evaluation as its core object, within the context of the capitalist system development; its main objective was to investigate how such policies have been implemented in Brazilian higher education and, in particular, in the Federal University of Para (UFPA). The research hypothesis assumed that the institutional evaluation policies implemented in Brazil, from the 1990s on, are founded upon, and oriented by the neoliberal logic marked by features quantitative, competitive, productivist, fragmented, distanced from reality; that they follow out determinations from multilateral orgnizations, such as the World Bank; that they have been used as mechanisms of States control over education. Case study was chosen as the appropriate methodological approach, on the grounds of quanti-qualitative research procedures. Data and information necessary to the study were collected from a number of documental sources, and were analyzed at the light of theoretical support obtained by means of literature review mainly that regarding the concept of emancipatory evaluation from the standpoint of authors such as Dias Sobrinho, Vasconcelos, Maués, Chaves, among others. Three models of evaluation policies were analyzed which have been implemented in Brazil, namely the Program of Institutional Evaluation of Brazilian Universities (PAIUB), the National Exam of Undergraduate Courses, and the National System of Higher Education Evaluation (SINAES). As for preliminary conclusions, evidence was found that evalution policies implemented nation-wide in Brazil are based upon neoliberal concepts of evaluation, as they serve the process of economization of higher education, the latter having its principles, quality requirements, and autonomy modified. Such a process, among other values and purposes, contributes to the control of educational institutions by the State; its results influence relationships among institutions, and they assign new meanings to the concept of higher education. As for the case study regarding the Federal University of Para, research findings indicate that the three evaluation models adopted by UFPA at different points in time followed the same neoliberal conceptions; that they function as instruments of regulation and control; they did not allow for the participation of the academic community in the processes of evaluation discussion and development, and therefore they have distanced from the academic reality; last but not least, that such models did not evaluate the entirety of the institution as they proceeded in fragmented, stagnant features which hampers the autonomous development of the University.
Acesso aberto (Open Access)
A pós-graduação lato sensu da UFPA no contexto da mercantilização da educação superior
(Universidade Federal do Pará, 2013-04-18) MORAES, Valéria Silva de; CHAVES, Vera Lúcia Jacob; http://lattes.cnpq.br/3533444052532463
This study aimed to analyze the process of commodification of higher education, based on the study of post-graduation courses lato sensu at the Federal University of Pará (UFPA) in the period from 2008 to 2012. We understand that the post-graduation courses - PGLS gained prominence in Brazil to meet the demand of needy qualifying professionals in a higher level, to act in the labor market. However, since 1990, the same new contours, being detached from CAPES and without a regulator that controls its supply, coupled with the fact of not being met by educational policy graduate. The scenario that is in force is the supply of self-financed courses and insured and maintained by charging fees or agreements with other institutions. That creates some contradictions, as in the case of legislation, to the 1988 Federal Constitution states that education is free in official establishments, however, the Superior Council of Education, Research and Extension UFPA adopted Resolution UFPA No. 4.065/2010 regulating the provision of these courses, characterizing one of the faces of adoption of market logic within this public university. For our analyzes and discussions, we seek approaches to historical and dialectical materialism and use as a data source documents official national and institutional data available in the system On Line Graduate, Management Report UFPa, Opinions Approval, and Projects reports of the courses selected for the survey, as well as semi-structured interviews with 10 subjects. The survey results showed that of the 264 lato sensu offered between 2008 and 2012, 65.2% of these were self-financed, insured 22.7% and 12.1% free. Moreover, different values were identified in the payment-hour class, the fees and expenses of engineers, especially among courses in the same academic unit. Moreover, the analysis of the use of funds raised shows that self-financed courses in most of the expenses are to be paid time-class courses already insured intended the majority of the revenue for maintenance of the courses with passages daily, office supplies, and other. In summary, the study shows the consolidation of the commodification of PGLS in UFPa, given the profitability that these courses provide, especially for certain areas of knowledge, either through wage supplement, is the adequacy of the institution to the current capitalist dynamic growing prevalence in the mercantile for post-graduation courses.
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O público e o privado nas universidades públicas: análise da fundação de apoio privada FADESP no gerenciamento dos recursos para a UFPA (2004 a 2008)
(Universidade Federal do Pará, 2010-03-26) FERREIRA, Luciana Rodrigues; CHAVES, Vera Lúcia Jacob; http://lattes.cnpq.br/3533444052532463
This study main aims at examining the partnership between public and private, established between federal and private foundations support (PFS), in managing the resources of the institution supported, taking as an example the relation between Universidade Federal do Pará (UFPA) and Fundação de Amparo e Desenvolvimento da Pesquisa (FADESP), in the period 2004 to 2008, analyzed from the reports of accountability and institutional documents. To understand reality as a result of historical processes of human relationships, parted from the premise that the depletion of the management model of public universities in Brazil, financed exclusively with funds from the exchequer, has arisen from the 1990s with the Reform of state under President Fernando Henrique Cardoso. With the materialization of the policy of diminishing public resources has introduced the prospect of finding alternative ways of revenue for an apparent maintenance of public institutions by private entities such as PFS, policies continued by the government of Luiz Inacio Lula da Silva. The study found that, despite the introduction of market logic and the naturalization of partnership with the private sector within the Federal Institutions of Superior Education (FISE), the relationship between public and private is supported primarily by public funds. This is reflected in the expansion in the number of PFS accredited to federal universities, multiplying by more than 154% over the past 10 years. Of the 55 federal public universities in Brazil, only five did not have PFS accredited, and the remaining have 85 PFS managing its resources. In the case of FADESP, resource management for the UFPA, abstracted that: a) FADESP acts for over 30 years within the university, although their reports of accountability are presented publicly in the superior council, this is only from 2004 onwards by the requirement of Decree No. 5204; b) There is lack of compliance with annual accountability established by the regulatory framework of the PFS and the regiment of UFPA; c) Reports of Activities are organized differently each year, hindering understanding thereof by the directors of UFPA; d) The foundation has in the investigated period (2004-2008) an increase of 532.1% in volume of managed resources; e) The total assets managed by the foundation in 2008 , 94% represent funds raised by UFPA, especially for teacher-researchers, revealing a new identity for the public university as producer of knowledge for capital appreciation, in which the PFS is an intermediary of the administrative and financial processes; f) Supporting real foundation provided by the UFPA, through the creation of the Support Programme (SP) is derisive, considering the surplus of the foundation that in 2008 exceeded one million real; g) The FADESP mistakenly acts in relation to Institutional Development, associating it as a way to provide services to other public and private institutions, which undermines the respect of the regulatory framework of the PFS and, therefore, the mission's institutional UFPA.
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Trabalho docente na educação à distância: a UFPA como expressão do fenômeno
(Universidade Federal do Pará, 2010-06-28) MONTE, Emerson Duarte; CHAVES, Vera Lúcia Jacob; http://lattes.cnpq.br/3533444052532463
This study main aims at examining the teachers’ work in undergraduate courses at a distance, taking as example the course in Mathematics in the distance at the Universidade Federal do Pará, in the context of the policy of expansion of higher education through for the distance mode. The study uses official documents that deal with the policy of expanding higher education through distance education, the federal laws and documents concerning the policy of expanding the distance mode in the Universidade Federal do Pará, as well as interviews with the former and current coordinators of the course in question. We started from the premise that the present form of capitalist organization of production demand workers with minimal training - basic education - and, for this it is necessary to expand enrollments in higher education to ensure the universalization of basic education. Indications the collective bodies of the capital, such as the World Bank and United Nations Educational, Scientific and Cultural Organization, with regarding the policy of expanding higher education emphasize the use of new technologies the information and communication as a tool useful for the development of courses in the distance mode and thus more efficient than classroom courses, because they are less expensive, flexible in the time and space and wide dissemination. In this context, the expansion of higher education in Brazil is through distance education, especially for the private institutions. Was found that one of the central actors in higher education is the teacher worker that in the past two decades, lives the expansion of the precariousness and the intensification of work. The study indicates widespread development of undergraduate courses in distance mode with rates higher than those observed in the presence education, in the both public and private institutions. With regard to teacher worker in the distance mode, the studies point to an enhancement of precariousness and the intensification of teachers' work, but despite that, this mode of education is still on the rise. In the case of ongoing analysis has revealed the presence of particular elements of precariousness and the intensification of teachers' work, such as increased workload without increasing pay, accumulation of activities by teachers, lack of training policy for specific of the teachers, little production, the teacher of the course, teaching materials specific to distance learning courses.
Acesso aberto (Open Access)
O trabalho docente nas instituições públicas de ensino superior: intensificação do produtivismo acadêmico na UFPA
(Universidade Federal do Pará, 2010-06-29) FARIAS, Laurimar de Matos; CHAVES, Vera Lúcia Jacob; http://lattes.cnpq.br/3533444052532463
This study aimed to examine the implications brought about by the reform of the Brazilian state and the continuous reform of higher education and its consequences for teaching workers the IFES, aiming to uncover in this reform process resulted in the intensification of academic production of these professionals in the period 2000 to 2008, being the locus of this investigation the UFPA. The central focus is to examine how the accumulation of functions of an administrative, research and teaching influence the academic teachers / researchers, particularly those teachers who are holders of CNPq productivity Scholarship. Our way down this methodological work, based on their characteristics, such as a case study, which is a strategic and investigative allowing the unveiling of the complexities that permeate contemporary as a social phenomenon, in this case the high productivity in academic UFPA. Our approximations lead us to understanding that this new face is a state strategy of globalized nature that resizes the nation states to safeguard the interests of strengthening and maintaining the capitalist system that is naturalized worldwide. This scaling back political consequences, especially for public spaces that are structurally and economically affected by the absence state. Higher education is undergoing change in their social role, inevitably approaching the market from the reforms implemented. And the teachers / researchers in this context forms of career function overloading, versatility productive in that attention to the nature of evaluation criteria (entered in the CAPES and CNPq), cast his scientific work, whichever is the productivity factor inherent merit. Implying, in turn, the intensification and insecurity of these professionals.

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