A financeirização do ensino superior privado e suas repercussões na dinâmica prazer e sofrimento do trabalhador docente

Abstract

The study aimed to investigate the repercussions of financialisation of private higher education on the pleasure-suffering dynamics of teaching worker, based on an institution of higher education belonging to the Kroton group in Maranhão. Thus, the research consisted of a case study and sought as specific objectives: To characterize the routine activities and the dynamics of labor relations in this Institution of Higher Education; Identify elements of work organization that constitute a source of pleasure and / or suffering in the daily life of teachers; To analyze the mediation strategies implemented by the teachers to confront adversities and difficulties in the daily work. It was decided to use the theoretical-methodological reference of the Psychodynamics of Work in articulation with Historical-Dialectical Materialism. From this perspective, data collection had with main source semi-structured interviews and socioeconomic questionnaires, with 08 teachers acting in the Institution. Norman Fairclough's Social Theory of Discourse was also used. From the field research, the hypothesis was confirmed that there was an intensification of the teaching work and a reduction of the autonomy of the teacher in relation to planning and teaching activities, after the acquisition of the Institution of Higher Education surveyed by the Kroton group. In the daily complex of these workers it was possible to verify: restrictions imposed by the work prescribed; technologization of the process incresing work in extension and intensity; inflexible organizational culture; frequent stress regime (controls and pressures to meet deadlines and targets, frequent fear of dismissal); reduction of the support network for teachers by the institution; very crowded classrooms through the “salting” process; wages that do not value professional development; intense use of individual and collective defense strategies; suffering, but also violations of rules and norms, resistance and confrontation on the part of teachers and students, recognition on the part of students, pleasant relations with peers and students. Such situations and feelings that pass between the pleasure-suffering duality generate many different repercussions on the health and in the family and social spheres of the teachers. It concludes by the defense of teaching work, permeated by dignity, meaning and recognition.