O envelhecimento docente no ensino superior: percepções sobre o etarismo em cursos da área de negócios

Abstract

In this dissertation, we investigated the perceptions about the (in)existence of ageism among professors in undergraduate courses in the area of business – Accounting Sciences and Administration – at the Universidade Federal de Uberlândia, based on the analysis of teachers perceptions about aging. To carry out this research, of an exploratory nature with a quantitative-qualitative approach, an electronic questionnaire was applied, sent to 128 teachers from the Faculdade de Ciências Contábeis (FACIC) and Faculdade de Gestão e Negócios (FAGEN), both located on campus Santa Mônica, in Uberlândia, and the Faculdade de Administração, Ciências Contábeis, Engenharia de Produção e Serviço Social (FACES) on the Pontal campus, in Ituiutaba. They were obtained 72 valid responses. The questionnaire was separated into three blocks: the first with questions that address the respondent's profile and functional and work data; the second containing the Ageism Scale in the Organizational Context (EACO) to survey the levels of agreement/disagreement on the positive and negative aspects of aging; and the third with open questions to survey self-stereotypes and stereotypes of others. For the analysis, descriptive statistics were used, as well as exploratory factor analysis and multiple regression using IBM® SPSS® software and compiled in Excel; for qualitative analysis, the content analysis technique was used. Significant factorial loads were identified in the EACO questions, being able to capture the perception about teacher aging, with the subsequent application of multiple regression where the course where the teacher is assigned was identified as the independent variable that is most related to the factors. Regarding negative aspects of aging, such as absenteeism, illness, lack of concentration and commitment, and low productivity, the perception of most respondents is that these representations of aging are not attributed to older teachers, aged 45 or over more. Regarding the positive aspects of aging, the results indicated that older teachers are valued in relation to their knowledge [cognitive aspects] and emotional intelligence. The following stand out as motivation for teaching work: more young people with more young people - compatibility and receptivity; younger with older - experience and empathy; older people with older people – experience, accumulated knowledge and the sharing of both; older people with younger people – opportunity to learn/exchange experiences and involvement. It was confirmed that the experience and knowledge accumulated throughout professional life result in positive attitudes towards aging teachers, regardless of the age group. The premise of social representations was found that beliefs are used to signify certain people about retirement, as teachers, predominantly younger, believe that older teachers - even with all the capital accumulated throughout their teaching career - should retire. retire. Corroborating the considerations about the (in)existence of ageism among the teachers of the courses investigated, in the aging process, the reports obtained confirm that discrimination and prejudices were/are not perceived by older teachers. However, reports suggest ageism in relation to younger teachers, especially at the beginning of their teaching career. Contributions are understood as including the discussion of the topic in undergraduate courses in the business area in order to build an agenda for future studies with an interpretative, critical and reflective approach, that of validating the EACO, and knowing the perception of teachers who can stimulate exchanges and reduce negative attitudes towards aging.