Condições de trabalho docente no contexto confessional comunitário mercantilizado: um estudo de caso

Abstract

Numerous requirements, expectations and changes are being put to work teaching in higher education, more specifically, the private network. The teachers have been the target of a series of tensions and conflicts, derived from commodification of higher education due to its expansion and diversification. In this context, individual accountability for the performance of teachers and students of the institution, the focus on the comparison of results between te achers, assist in setting up a professional profile anchored in performances. In this sense, this study analyzes the conditions of teachers' work in the context of Higher Education Confessional Community, more precisely in a University Community Confessional, located in a municipality of the southern area of the State of Rio Grande do Sul. The data, available here, were collected, basically, from three types of sources: individual questionnaires, applied to a sample consisting of 28 (twenty-eight) teachers; interviews with 6 (six) teachers, chosen in function of their trajectories and peculiarities in teaching occupation; and written statements of 6 (six) teachers. This procedure allowed for a greater deepening of the objective of the research, which is: to investigate the implications of the adoption of a model of business management competitive, in terms of achievement of the teacher's work, in the context confessional community. The empirical research has demonstrated an intensification more aggressively the teaching work, either through increased and fragmentation of work days, by demand for results, and, still, by greater expenditure intellectual and emotional. Note is clearly an extension of their duties and responsibilities to the students and the institutional context. The conditions for carrying out work beyond being intensified colonize the time/space and subjectivity of teachers, making them responsible both for the solution of institutional ills, such as by not decreasing enrollment, if possible by its increase by improved income of students, as evidenced in the assessments by the State. The imposition of a new administrative culture and academic, based on the combined use of technologies of managerialism and performativity, brought the institution of speeches, capable of constituting new social actors. Thus, teachers are challenged to constitute themselves teachers competent, creative, innovative, seductive and motivating the students, now considered customers of educational services. This all under a permanent state of instability about the future of their professional lives and stay in the institution.