O neoliberalismo e o docente empreendedor: para onde vai o professor universitário em tempos de pós-pandemia?

• Ano de defesa: 2024
• Autor(a) principal: Agostini, Camila Chiodi
• Tipo de documento: Tese
• Tipo de acesso: Acesso aberto
• Idioma: por
• Instituição de defesa: Universidade de Passo Fundo; Instituto de Humanidades, Ciências, Educação e Criatividade - IHCEC; Brasil; UPF; Programa de Pós-Graduação em Educação
• Palavras-chave em Português: Neoliberalismo - Educação; Professores universitários; Empreendedorismo; Ensino superior; COVID-19, Pandemia de, 2020; CIENCIAS HUMANAS::EDUCACAO
• Link de acesso: https://repositorio.upf.br/handle/123456789/2408

The declaration of the Covid 19 Pandemic, which occurred in 2020 and ended in 2023, meant the consolidation, beginning and anticipation of many changes combined with an economic, political and social crisis. In Higher Education, it influenced the anticipation of future processes of massive insertion of virtual study and platformization. In this context, educational subjects were affected in the most diverse ways. For teachers, the workload and activities were increased and many were replaced in the name of cost-benefit for commercial interests. University professors, who were already facing a strong tendency for their working conditions to become precarious, had this tendency amplified with the pandemic. The main objective of this work is to analyze the impacts of the processes of insertion of the logic of ¿self-entrepreneurship¿, inserted in the teaching practice of Higher Education. Such processes made the profession precarious and expanded "voluntary" and "machine" servitude more widely during the period of the Covid-19 pandemic, interfering with the professional's way of constituting himself and acting as a teacher in the post-pandemic period. The following thesis is defended in this research: the Covid-19 pandemic intersects, verticalizes and further exposes the precariousness of teaching work in Higher Education, resulting in the formation of a "new" type of teacher. Based on the Educational Policy Epistemology Approach (EEPE), the research on screen has as its theoretical reference authors of Marxist and neo-Foucauldian inspiration, such as Laval (2016; 2019), Dardot (2016), Santos (1999; 2020; 2021 ), Antunes (2020; 2020a; 2020b) and Lazzarato (2014) and, as classic, theoretical and initial conceptual inspiration, Karl Marx (1983) and Michel Foucault (2008). Pluralism is choice as perspective; the epistemological position is post-critical; the epistemethodological approach is framed in basic, exploratory, qualitative research, with a method or process of hermeneutic-dialectic analysis and a methodology established through data collection through bibliographic and documentary procedures, as well as their treatment through content analysis The thesis , organized into five chapters, reached the following results: the pandemic effectively generated a rush in the insertion of digital and informational technologies in Higher Education, mainly with Remote/Hybrid Education, serving the interests of capital; the process of precariousness of the profession was accelerated by the fact that teachers began to internalize more strongly the subjective neoliberal model of self-entrepreneurship, being responsible for their success, failure, performance, productivity and competitive maintenance, in addition to the internalization of voluntary servitude to the system, as if there were no other alternative; teaching precariousness was deepened during the pandemic through a a significant increase in workload, a reduction in rest times, an increase in expenses and a lot of physical and psychological suffering, as well as with the emergence of uberization and the platformization of Higher Education teachers; post-pandemic legislation began the effective insertion of platformization in this educational context; the productions of researchers during the pandemic period prove the precariousness, uberization and platformization of teaching; there is a consolidation, in the post-pandemic period, of elements that characterize a precariousness of the profession and that adjust and shape the teaching identity, the way in which they see themselves within the profession and the way in which they start to act; Ultimately, these factors all create a new teaching role.