Trabalho docente e as influências de forças coercitivas: um estudo em uma universidade privada

Abstract

The higher educational environment has faced many changes, which mark several transformations in the scope of teaching and learning, thus requiring, especially of teachers, new positions against the influences of coercive forces related to the regulatory bodies (Ministry of Education - MEC), market and customer. This study aimed to identify and describe how coercive forces influence work. The study was developed from a qualitative research and the data were collected through two techniques: focus group and interview. Among the studies in the field, this one is original because it associates the theme "teaching work and institutional theory" and also by the choice of two techniques and two distinct publics, allowing a greater deepening, within two distinct visions of the phenomenon of the influences of the forces on teacher work. The results showed different perceptions between the teacher and coordinator groups regarding the influence of the coercive forces: of regulatory bodies, market and the customer; on teaching work. Thus, it was shown that teachers presented more negative perceptions regarding coercive forces, whereas the coordinators considered them more positive, since they recognized them as a means of regulation and alignment of the institutional environment of higher education, thus reinforcing the understanding of the institutional theory with the isomorphic concept. (English) [ABSTRACT FROM AUTHOR]