Gerencialismo educacional e precarização do trabalho docente no Instituto Federal de Educação, Ciência e Tecnologia do Ceará
Carregando...
Arquivos
Data
2016-06-24
Autores
Floro, Elisângela Ferreira [UNESP]
Título da Revista
ISSN da Revista
Título de Volume
Editor
Universidade Estadual Paulista (Unesp)
Resumo
A Lei n. 11892/2008 criou os Institutos de Educação, Ciência e Tecnologia (IF’s) a partir da fusão dos CEFET’s, das Escolas Agrotécnicas Federais e das Escolas vinculadas às universidades. As Escolas Agrotécnicas e os CEFET’s eram especializados (salvo algumas experiências com o ensino tecnológico) na oferta de educação profissional técnica de nível médio. Contudo, a Lei que os criou, imputou-lhes a responsabilidade de atuar em todos os níveis de ensino (desde o fundamental até a pós-graduação), como forma de ampliar o número de vagas com menor custo, maximizando o aproveitamento dos recursos estruturais e humanos já existentes. Os docentes tradicionalmente habituados a trabalhar com educação profissional de nível médio se viram impelidos a atuar em vários níveis de ensino e a desenvolver extensão e pesquisa em moldes similares aos praticados nas universidades. Diante da realidade, o Instituto Federal de Educação, Ciência e Tecnologia do Ceará (IFCE) acionou um intenso processo de gerencialismo educacional para regular o trabalho docente, a fim de comprometê-los com as metas da missão institucional, fato que afetou diretamente as condições de trabalho dos docentes que atuam na rede federal de ensino. Em virtude desta situação, esta pesquisa visou investigar se as mudanças na estrutura gerencial do IFCE estão ocasionando gradual intensificação e precarização do trabalho docente. O universo da pesquisa foi composto pelos três campi mais antigos do IFCE, onde realizamos observações diretas e coleta de dados de fontes bibliográficas primárias (tais como a legislação educacional e os documentos internos do IFCE). Realizamos entrevistas com um membro da equipe técnico-pedagógica e/ou dos Recursos Humanos, a fim de averiguar os motivos que conduziram às reformas internas do IFCE e complementamos estas informações com a realização de entrevistas e questionários aplicados a 10% dos docentes de cada campi observado. A partir das entrevistas e dos questionários, constatamos que os impactos do gerencialismo educacional não atingem o conjunto dos docentes da mesma forma, levando uma parcela dos profissionais a considerar que a intensificação do trabalho e a perda da autonomia são problemas isolados, que devem ser resolvidos individualmente. Além disto, a reestruturação da carreira não aumentou o staus profissional dos docentes da EBTT, que ainda são vistos como profissionais mais ligados ao pragmatismo da área técnica e tecnológica do que a profissionais vinculados à área acadêmica. No entanto, os docentes são cobrados pelos sistemas de avaliação a desempenhar trabalhos bastante similares aos docentes das universidades, contribuindo para precarizar ainda mais suas condições de trabalho devido à intensificação de atribuições.
The Brazilian Law n. 11892/2008 created The Institutos de Educação, Ciência e Tecnologia (IF’s)* since the fusion of CEFET's, Escolas Agrotécnicas Federais** and some schools which are bonded to universities. The Escolas Agrotécnicas and the CEFET's were specialized (but not at some experiences with the technological education) in the technical professional high school education offering. However, the law that created them, imputed them the responsibility to behave on all levels of education (from the elementary grades to post graduation) as a way to increase the number of vacancies at a lower cost, maximizing the use of structural and human resources that already exist there. The teachers who are traditionally used to working with high school professional education found themselves compelled to act in various levels of education and to develop researches and extension activities on similar manners to those ones which are practiced in universities. On reality, the Instituto Federal de Educação, Ciência e Tecnologia do Ceará*** (IFCE) started up an intense process of educational management to regulate the labor of teaching, in order to commit them to the goals of the institutional mission, it is a fact that it directly affected the job conditions of teachers that work in the federal educational system. Because of this situation, this study is aimed to investigate whether the changes in the management structure of the IFCE is causing a gradual intensification and precariousness of teaching. The scope of this research is composed of the three oldest campi of the IFCE, where we performed direct observations, data collection and the analysis of primary bibliographic sources (such as the national educational legislation and the internal documents of the IFCE). We interviewed a member of the technical-pedagogical and/or Human Resources staff, aiming to check out the purposes which led to the internal changes with the IFCE, and we complemented those informations with the acquirement of interviews and questionnaires applied to 10% of the teachers from each observed campi. Since the interviews and questionnaires, we found out that the impact of the educational managerialism does not reach all the teachers in the same way, taking a portion of the professionals to consider that the intensification of work and loss of autonomy are isolated problems that must be solved individually. Besides, the Career's restructuring did not increase the professional status of the EBTT teachers who are still seen as professionals more associated with the technical and technological pragmatism than the professionals related to the academic field. However, teachers are charged for evaluation systems to perform very similar work to teachers of universities, and this fact contributes to turn the working conditions more precarious due to the assignments's intensification.
The Brazilian Law n. 11892/2008 created The Institutos de Educação, Ciência e Tecnologia (IF’s)* since the fusion of CEFET's, Escolas Agrotécnicas Federais** and some schools which are bonded to universities. The Escolas Agrotécnicas and the CEFET's were specialized (but not at some experiences with the technological education) in the technical professional high school education offering. However, the law that created them, imputed them the responsibility to behave on all levels of education (from the elementary grades to post graduation) as a way to increase the number of vacancies at a lower cost, maximizing the use of structural and human resources that already exist there. The teachers who are traditionally used to working with high school professional education found themselves compelled to act in various levels of education and to develop researches and extension activities on similar manners to those ones which are practiced in universities. On reality, the Instituto Federal de Educação, Ciência e Tecnologia do Ceará*** (IFCE) started up an intense process of educational management to regulate the labor of teaching, in order to commit them to the goals of the institutional mission, it is a fact that it directly affected the job conditions of teachers that work in the federal educational system. Because of this situation, this study is aimed to investigate whether the changes in the management structure of the IFCE is causing a gradual intensification and precariousness of teaching. The scope of this research is composed of the three oldest campi of the IFCE, where we performed direct observations, data collection and the analysis of primary bibliographic sources (such as the national educational legislation and the internal documents of the IFCE). We interviewed a member of the technical-pedagogical and/or Human Resources staff, aiming to check out the purposes which led to the internal changes with the IFCE, and we complemented those informations with the acquirement of interviews and questionnaires applied to 10% of the teachers from each observed campi. Since the interviews and questionnaires, we found out that the impact of the educational managerialism does not reach all the teachers in the same way, taking a portion of the professionals to consider that the intensification of work and loss of autonomy are isolated problems that must be solved individually. Besides, the Career's restructuring did not increase the professional status of the EBTT teachers who are still seen as professionals more associated with the technical and technological pragmatism than the professionals related to the academic field. However, teachers are charged for evaluation systems to perform very similar work to teachers of universities, and this fact contributes to turn the working conditions more precarious due to the assignments's intensification.
Descrição
Palavras-chave
Institutos Federais, Trabalho docente, Intensificação, Precarização, Gerencialismo educacional, Federal institutes, Teaching work, Intensification, Precariousness, Educational management