Concepções simbólico-discursivas do trabalho docente universitário na contemporaneidade

Abstract

The research presented in this dissertation considers an epistemological and theoretical-methodological input of Work Psychodynamics (WPD), Clinical Sociology (CS) and Critical Discourse Analysis (CDA). It aims at understanding the work of universit y professors of public higher education, acting in the Administration field, as well as their discourse conceptions, in order to show the significance, pleasures/distress and pathologies of the teaching practice. To do this, we conducted bibliographical, f ield, document and observational researches. The subjects of the research were university professors of public higher education from three Higher Education Federal Institutions from Minas Gerais, Brazil. As data collecting strategy, we adopted the in depth interview (using a script), systematic observation and document analysis. The data were compiled and analyzed using the CDA theoretical-methodological guidelines, according to Fairclough ordinations, along with WPD and CS guidelines. The results revealed that teacher work is central, however, at the same time, unstructuring, revealing at times as work-opus and, at others, as work-labor. It is an activity that identifies and characterizes the professors, producing pleasurable effects, as well as unleashing distress in function of the contradictions between prescribed and real work, and of the conflicts on the socio-professional relations. A portion of the professors denies and/or naturalizes the distress experienced, presenting normopathic behaviors in addition to other indicators of illness. We also observed that the symbolic-discursive conceptions correlate positive ideologies, form of exercising power and negative experiences within the working environment. A large portion of these conceptions present ideological trait, tending to reinforce the construction of a positive identity for the professors, with the intent of legitimizing and validating the importance of this work for society. Furthermore, we determined that the hegemonizing of managerial ideology has operated within teaching work as a mechanism for discursive change in practices and social relations. It institutes a ―new language‖, a ―new discourse‖, regarding the organization of this practice. Thus, we defend that the current format of organizing teaching work contemplates orders of managerial discourse (focused on work excess, productivism and competitiveness). Therefore, this does not reflect on the symbolic-discursive conceptions of an emancipatory, autonomous and liberating work, increasing the differences between prescriptive ordinations and effective work practice, also increasing subjective distress, normopathy and making difficult the settlement of collective defense strategies and resistance to the dominant ideology.