Trabalho docente na educação superior: o uso de tecnologias digitais e as manifestações de sofrimento

Abstract

The aim of the present study was to investigate the discourse of teachers about suffering manifestations and their relationship with the use of digital technology on the work process of teachers inside a public university. The theoretical grounding relies on the contributions of authors that discuss the transformations of work in contemporaneity: Antunes (2008; 2009; 2015); the implications on the public universities and university teacher work based on the educational reforms implemented since the decade of 1990: Santos (2011), Sguissard and Silva Júnior (2000; 2009), Maués (2010), Mello (2010), Oliveira (2002; 2004; 2009; 2010), and Mancebo (2006); the insertion of digital technologies on the process of teacher work and the suffering manifestation due to the labour context: Fidalgo (2009), Lévy (2000; 2003), Tavares (2014), Castells (1999; 2015), Leão and Brant (2015), Dunker (2015), among others. Methodologically, the study used a quali-quantitative approach. The methodological trajectory consisted of three stages of literature and documental review; information production by means of questionnaire application and individual interviews; and information analysis. In order to analyse the quantitative information, we used descriptive statistics; for the qualitative information, we used content analysis. We verified that the suffering manifestations we not related by the teachers to the tools themselves, but to the usage they make of those devices and to the diverse relationships set between time and space, power, control and appropriation of digital technology on the work process. However, the suffering manifestations were considered as an alert for the need of transformation of the teachers work process.