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Navegando por Assunto "Teaching work"

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    A fabricalização do trabalho docente nas instituições de ensino superior privadas
    (Universidade Federal do Pará, 2021-03-27) SOARES NETO, Edson Paiva; SANTOS, Terezinha Fátima Andrade Monteiro dos; http://lattes.cnpq.br/9502681594591950; CHAVES, Andréa Bittencourt Pires; http://lattes.cnpq.br/2807941293114021; https://orcid.org/0000-0003-0247-9265
    Since the 1990s, higher education in Brazil has undergone political and administrative changes that established a new regulatory framework for the establishment of private higher education institutions (HEIs) for profit. Just as it has driven, through a public fund, the expansion and private domain in the offer of educational services, whose repercussions are identified with the adoption, by the private HEIs, of business techniques and methods guided by entrepreneurial and managerial ideologies, which prioritize massification, standardization, cost reduction and strictly marketing utilitarianism from work management to service provision. In view of this, it was adopted as a research objective: to analyze the process of power and domination over teaching workers from private higher education institutions in Brazil, highlighting the moment of opening higher education to the private sector and the consequences on work, career, leisure and health forms. Thus, the following specific objectives were considered: to discuss the capital offensive within the scope of the state sphere in the conduct of educational policies; to identify and analyze what the business managers' speeches and values are transmitted by private HEIs to teachers; highlight and analyze which productive methods and techniques are used by private HEIs in the process of dominating teaching workers and; examine the work process and its repercussions on teaching workers. As a hypothesis, the type of fabrication is defended as an expression that refers to the domination of capital, circumscribed in the historical movement of structural reforms of the neoliberal State in matters of work, education and productivist ideology and in the adoption and adaptation by private HEIs of methods and techniques from the factory experiences and unpaid overwork. It is a quantitative and qualitative research in private HEIs in the capital of Pará, with field observation of middle and high-level educational managers, interviews and questionnaires (descriptive statistics) for teaching workers and consultation of documentary sources. The results showed an increase in the intensity and professional requirements of HEIs to teachers: 1) discipline with deadlines and use of performance indicators by HEIs; 2) greater dedication and involvement in educational and institutional activities; 3) In “valuing” behavioral attributes that reflect pro-activity, an entrepreneurial stance; 4) in other areas of life, teaching workers: they have low participation in social movements, life restricted to the professional and family space; their forms of leisure are restricted to their own home (television, films and computer); about health, they were evaluated with high occurrence, respectively: tiredness, postural problems and stress.
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    Pandemia e a espiral das crise: memórias de professoras e professores da Educação Básica durante a implementação do ensino remoto no Estado do Pará
    (Universidade Federal do Pará, 2024-12-09) MONTEIRO, Ádima Farias Rodrigues; BUENO, Michele Escoura; http://lattes.cnpq.br/3126701924384242
    With the aim of understanding the social, professional, and emotional effects of the emergency political arrangements implemented by the Government of the State of Pará in the state public education during the COVID-19 pandemic, based on the experience of teachers from the State Public Education Network in the Municipality of Ananindeua, in the metropolitan region of Belém, this dissertation brings an analysis of the memories that the 24 teachers I interviewed shared with me about their professional experiences. As I listened to them, I was also reliving my memories, and thus, I take on the position of a native/ethnographer (Peirano, 2014) in the text. I also analyze the main documents that regulated public education in the State of Pará in 2020 and 2021, relating them to the decisions of the federal government. Guided by what I heard in the field in January and February 2022, this study focuses on the period during the pandemic when the government of the State of Pará implemented "remote teaching" in the state public network, specifically from January to June 2021. The analysis of these experiences is in dialogue with anthropological and sociological perspectives on the topic. In Chapter I, I show how the state government managed basic education during the pandemic period when face-to- face classes were suspended in the public network. In Chapter II, I show how teachers experienced the changes resulting from the new standardization and regulation of basic education established by the state government. By analyzing the teachers' experiences, I realized that besides the contradiction between professionals and the State, other contradictions emerged as teachers practiced their profession from the domestic environment, elements to which I dedicate Chapter III. As results of this research, I argue that the pandemic deepened pre-existing crises and inequalities while producing new dynamics of crisis. According to the data, I show that as the state's educational public policies proved insufficient to contain the effects of the pandemic on basic education in Pará, teachers' lives became marked by a process of worsening precariousness of teaching work, expressed in the total flexibilization of the workday and physical and mental illness resulting from labor activities. Additionally, I highlight that in the case of women teachers who are mothers, daughters, and/or wives, there was also an endless workload of caregiving tasks, which was multiplied by the suspension of public services offered by the State, making the period one of overlapping labor and class inequalities with gender inequalities.
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