Trabalho, Educação e Serviço Social: as interfaces da precarização no trabalho do professor substituto no Nordeste brasileiro

Abstract

This thesis aims to investigate the particularities of the substitute professor's work in the context of face-to-face graduate courses in Social Work at federal universities in Northeast Brazil, taking into account the context of changes undertaken by educational policies proposed by neoliberal adjustments that it has enlarged the process of precariousness and intensification of teaching work. To this end, we seek to know the working conditions and the particularities of this type of employment contract in three federal public universities in the northeast: Federal University of Alagoas (UFAL), Federal University of Rio Grande do Norte (UFRN) and Federal University of Pernambuco (UFPE). The choice of the Northeast is justified considering our insertion in the Northeastern reality, in which we exercise the function of substitute teacher and in which, currently, we are in the condition of graduate student. We used as a criterion to define the sample of the universities the existence of undergraduate and graduate courses in Social Work with master's and doctorate degrees, which, in the Northeast, are in these three universities. The choice of the criterion for the existence of a postgraduate degree with a master's and doctoral degree was given to enable us to analyze how the precariousness of the professors' employment bonds impact the training not only in the undergraduate course in Social Work, but also in graduate school. Based on historical-dialectical materialism, as a method and theory, the research is of qualitative nature and aims to demonstrate the intrinsic relationship between work, social reproduction and the social complex of education, based on the Marxian and Lukacsian assumptions for the analysis of ontological genesis and the social function of the educational complex, as well as the limits it presents within the sociability of capital, analyzing the particularities of Brazilian society in the current conjuncture. To achieve the research objectives, the methodological procedures of bibliographic research, documentary research and field research were used. The field research was planned from the input of theoretical productions, preparing in advance the instrument for collecting empirical data, which included indicators that made possible an investigation of the problems foreseen in the research project. In carrying out this research, we also took into account the context of the pandemic of COVID-19, experienced worldwide, throughout the year 2020, which has required teachers a new configuration of their work process, via emergency remote teaching. The bibliographic, documentary and field research showed us that the teaching work has been constituted as an integral part of the marketing strategies with prevailing capital of the private over the public. In this context, the main tendencies of the substitute professor labor in Social Work courses, at 3 universities in Northeast Brazil, has the following main trends: working hours restricted to the teaching activities in the classroom; working hours, mostly of 40 hours per week and with many disciplines - making it impossible, therefore, to participate in these teachers in research and extension activities and consequently promoting the weakening of the tripod of education, research and extension; lack of autonomy in choosing subjects; designation in disciplines with different themes; lack of pedagogical support, lack of infrastructure; overload of disciplines and work; contract instability and the uncertainty of the future. These elements identified in the research are, therefore, part of the intensification and precarious work processes arising from the transformations in the world of work and the production restructuring that have been successful in the Brazilian scenario, especially since the 1990s, when the neoliberal offensive was installed, bringing serious effects not only to the teaching work process, but to the quality of professional training in Social Work.