Trabalho docente na educação superior: formação, profissionalização e emancipação do professor
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2018-09-26
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Universidade Federal de Goiás
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This thesis is linked to PPGE / FE / UFG's line of research, "Formation, Teacher Professionalism and Educational Work", and integrates the projects developed by the Network of Researchers about Central-Western Teachers (REDECENTRO). It is a bibliographical research, whose theme is the teaching labor in college education inserted in the contemporary socio-political context, understood as a reflection of multiple determinations and contradictions, produced in function of the capitalist mode of production. The central thesis is linked to the understanding that the contradiction established between socially necessary work and capitalist labor has affected the ontology of the teacher and deprived the teaching labor in college education of its sense of praxis. The proposed research problem involves the reflection and understanding of the transformations of teaching labor in college education and its impacts on the ontology of being a teacher. The research is based on the dialectical historical materialism method, assuming its precepts and the way it helps to understand the teaching labor in college education (object of study) in its relation with historicity and with totality. The research approach is qualitative, and the general goal was to analyze and understand theoretically the teaching labor in college education, inserted in the contemporary socio-political conjuncture, and its implications in the formation, professionalization, emancipation and ontology of the teacher. The specific goals contributed to organize the route of the research and exposition of the four chapters that compose it, with the purpose of analyzing and understanding: a) the constitution of the social subject, facing the capitalist way of being; b) the capitalist restructuring and the inversion of the relationship between education and labor, for labor (alienated) and education - economic and educational restructuring to meet market demands; c) and changes in labor and social function of college education teachers - the regulatory processes and
their impacts on the subtraction of human essentiality from teaching, expropriation, deformation, decharacterization, debasement, precariousness of the social being teacher and capture of his subjectivity. The investigation relies on the analysis and interpretation of the discursive meanings of academic productions, that deal with teaching labor in college education, including a set of researches produced between the years 2010 and 2016. The analysis was carried out considering the specificity of three categories, but also the dialectical relation between them: the epistemological regulations; ideological regulations; and political regulations in the formation, professionalization and teaching labor. Through the analysis it was possible to understand that there has been a deepening of the forms of control over teacher training and professionalism in the last three decades, which is directly articulated to the restructuring of the capitalist mode of production, emphasizing the appropriation of college education teaching by capital (real subsumption), and recognizing the economic relevance of its productive and immaterial condition for the propagation of bourgeois ideals. The historical investigation and the contributions of the discursive senses have also helped to reveal the need to promote studies that recognize the ontological condition of the social being teacher, his capacity to intervene intentionally (conscious) in the world, precisely to produce ruptures that value praxis as an element constituent of man, reality and teaching in college education.
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ANES, R. R. M. Trabalho docente na educação superior: formação, profissionalização e emancipação do professor. 2018. 322 f. Tese (Doutorado em Educação) - Universidade Federal de Goiás, Goiânia, 2018.