As repercussões do Programa de Apoio a Planos de Expansão e Reestruturação das Universidades Federais - REUNI no fazer docente de professores universitários.

Abstract

This research aimed to investigate and analyze the impact of the Program to Support Expansion Plans and Restructuring Federais- Reuni Universities in the make teaching of university professors from the Federal University of Pelotas. To account for the details of the implications of higher education democratization process through the implementation of Reuni in make teaching UFPel teachers we conducted a descriptive and explanatory research, qualitative approach, which elected as subjects, teachers from different areas of knowledge, with 10 or more years of teaching career in UFPEL. In addition to the analysis of official documents relating to the institution and the program, we conducted 22 interviews and online questionnaires sent to all teachers who met the established criteria.Throughout the text, we discus about the university in contemporary society, expansion and democratization of access to public university process, gathered guidelines, official data on the program. Also approached the teaching in higher education discussing aspects such as training / legal guidance and professional development of teachers and pedagogical practices.The study allows us to state that the Reuni promoted in make teaching immediate repercussions transient nature such as discrepancies between courses regarding the minimum infrastructure to operation; lack of a minimum number of teachers to initiate and lead activities in the courses; the inexperience of freshmen teachers; difficulties in creating new courses. Immediate repercussions of permanent nature: composition of heterogeneous classes; increased teacher-student ratio; graduation growth; intensification of work of teachers. And repercussions related to institutional guidelines, actions of different groups that may be transient or permanent nature which refer to: inequalities between courses / areas regarding the teacher-student ratio; inadequate / insufficient infrastructure; difference in working conditions and stay of teachers of different units; discrepancies between daytime and nighttime courses with regard to access to and use of services, facilities and learning environments; decisions and guidelines related to teaching practice; negative impacts of postgraduate studies in graduation teaching. To consolidate the democratization process that was proposed, the UFPel, as an institution, must devise strategies that focus on educational, organizational and administrative processes taking their different groups as subjects of the process.