Produtivismo acadêmico: o posicionamento docente diante dos órgãos oficiais de avaliação e fomento

Abstract

The thesis aims to investigate and analyze the causes of the submission/adhesion of part of the academic community to the influence of market values that are projected onto the public university, taking it in the opposite direction of education in its transformative sense. With a view to making the problem more explicit, the aim was also to talk how the individual is subjected to the system. The research made use of varied methodological procedures such as bibliographic analysis (books and articles), document analysis, bibliometric research, observation, questionnaire application and interviews. Properly theoretical research led to the systematization of eight mechanisms that act on the subjectivity of workers, specifically teachers; and which constitute capital strategies for its reproduction and perpetuation in the academic sphere. Empirical research was able to identify several circumstances that proved: the origin of the current higher education evaluation method and how it is fomented and the perceptions of postgraduate professors on the subject; the mercantilization of higher education (with its consequences); the way teachers are sometimes compelled to act unethically; the loss of researcher autonomy and the “obedience” of a considerable number of teachers to managerialist conceptions. The central hypothesis – that there is low resistance, on the part of many teachers, in the face of the determinations of evaluation and fomentation institutions, such as CAPES and CNPq, leading to the deepening of practices that compromise education as a space and time of formation human and civilizational development – has been proven. As part of the conclusion, sought to reflect, based on the opinions of several teachers from different courses, measures to combat business practices in the educational sphere.