Abstract
Resumo Trata-se de estudo descritivo-interpretativo de abordagem qualitativa, realizado em universidade pública de Mato Grosso, que teve como objetivo conhecer os conflitos nas relações de trabalho entre professores universitários. O estudo ocorreu entre janeiro e abril de 2017, por meio de entrevista semiestruturada guiada por roteiro pré-testado, elaborado pelos próprios pesquisadores. Os dados foram examinados com base na análise de conteúdo. Foi observada no ambiente universitário a presença constante de conflitos, desonestidade, exclusão, exigências/(auto)cobranças excessivas e indiferença ao trabalho coletivo, o que prejudica o pleno desenvolvimento das atividades docentes. Conclui-se que promover relações laborais mais harmoniosas, pautadas no diálogo, no respeito ao outro e a seu trabalho e na mediação dos conflitos pode ajudar a superar esse cenário.
Highlights
Programa de Pós-Graduação Stricto Sensu em Bioética do Centro Universitário São Camilo (Cusc), São Paulo/SP, Brasil. This is a descriptive-interpretative study with a qualitative approach, conducted in a public university in Mato Grosso
It aimed to know the conflicts in the working relationships between university professors
The study aimed to know some conflicts in this context. This descriptive-interpretative and qualitative study was developed in a public higher education institution in Mato Grosso, Brazil, chosen because it is considered a reference in the region and is based in one of the largest educational centers in the state
Summary
This is a descriptive-interpretative study with a qualitative approach, conducted in a public university in Mato Grosso. Se trata de un estudio descriptivo-interpretativo con un enfoque cualitativo, realizado en una universidad pública en Mato Grosso, que tuvo como objetivo conocer los conflictos en las relaciones de trabajo entre docentes universitarios. In the last decades, teaching work has been undergoing significant transformations, based on the logic of economic neoliberalism In public universities, this direction has brought some consequences, such as the intensification of the control and evaluation of teaching productivity, unequal power relations, and precarious working conditions, endangering the integrity of professionals in the university environment 1. This direction has brought some consequences, such as the intensification of the control and evaluation of teaching productivity, unequal power relations, and precarious working conditions, endangering the integrity of professionals in the university environment 1 These circumstances threaten the principle of human dignity, because they prevent the teacher from developing through his professional activity, subjugating them to an economic and productive logic that precludes a pedagogical praxis in which he can exercise autonomy and freedom to conceive their practices 2. The problem can be aggravated by the teachers’ idealization of the sense and meaning of the teaching work from the idea of vocation and sacrifice, abandonment and self-renunciation, which reinforces the sense of loss of dignity 3
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