A fabricalização do trabalho docente nas instituições de ensino superior privadas

Abstract

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.