Políticas de educação superior pós-LDBEN/96 e seus impactos no trabalho dos professores

Abstract

This research has as its object public policies for Higher Education and their impacts on the work of teachers in the period after LDBEN/96 and the year 2021. The justification for this investigation stems from the work of the researcher/author of this thesis, who for years has been involved with the work of Higher Education teachers. Also, from the estrangement when in contact with the demands in the formulation of proposals for courses, disciplines, assessments, he is faced with demands arising from the many changes in legislation and questions himself about the work that comes with it. Therefore, the following research issue was chosen: what are the impacts arising from the policies for Higher Education in the work of teachers in the period between the LDBEN 1996 and 2021? In this context, to clarify the policies and their impacts on the work of Higher Education teachers in Brazil, the general objective was defined: to clarify policies for Higher Education and its impacts on teachers' work, in the period after LDBEN/96 to 2021. The specific objectives are: to present the policies for Higher Education regarding the types of Higher Education Institutions (HEI); access to Higher Education in the delimited period; explain the financing policy (FIES) and EaD and its impacts on the work of teachers; highlight, in the literature review pertinent to the theme, the authors' positions regarding the policies for Higher Education in the chosen time frame and their impacts on the work of teachers; analyze the positions of the Andes/SN regarding Higher Education policies and the impacts on teachers' work. The research is guided by historical-dialectical materialism. Kosik's contributions are considered, to make the contents of the phenomena explicit, in this case the policies for Higher Education and the impacts on the teachers' work. This thesis is organized taking into account the indirect and direct impacts of Higher Education policies on the work of teachers in the period after LDBEN/96: in Part I, we pay attention to the policy that defined the types of HEI, together with the access policy for students to Higher Education, the FIES funding policy and Distance Education, it is an investigation, above all, of a documentary type. In Part II, we present the policies that have been most directly impacting the teaching work in Higher Education based on the bibliographic study in articles published by the Society University Magazine (Revista Universidade Sociedade) (ANDES-SN). We also analyzed two interviews carried out with Andes-SN leaders. We argue that the impacts on teachers' work are many, indirect and direct, which are configured as intensity, precariousness, persecution, temporary work, dismantling in teaching careers, as explained in the final considerations. However, there are propositional resistances, including the selfgovernment of the Universities.