Impacto do impeachment de Dilma Rousseff e do governo Michel Temer nos atos administrativos da Capes: intensificação do trabalho docente?

Abstract

This thesis analyzes teaching work in the Stricto Sensu Postgraduate Program (PG-SS), through the administrative acts of the Coordination for the Improvement of Higher Education Personnel (CAPES), to see if the political adjustment with the impeachment of Dilma Rousseff and the assumption of Michel Temer changed the PG-SS by intensifying that work. In order to investigate the subject, it relied on Marxist theory and the complexes of Work, State and Education to understand trends in educational policies, postgraduate training (PG), the attributions of Capes as a state body and the specificity of the work carried out at this level of training; and to verify its process of intensification. By means of a theoretical review, the categories PG-SS and teaching work were delimited and related. In fact, the PG-SS has been widely studied and shows that there has been a certain constancy in its direction, which characterizes it as something close to a state policy, and, at its inception, it received a quantity of resources in a general context of insufficient funding for Brazilian education. The legitimacy of the country's PG system was based on the constant evaluation process led by Capes, which feeds planning and the distribution of resources, and at the same time is the focus of criticism due to its quantitative bias and modeling of only one standard of scientificity. The country is considered to have built up the National Postgraduate System (SNPG) by keeping most of Brazil's PG-SS public. However, this level of training falls short of the country's needs, has not contributed to technological autonomy and trains researchers who are used to the scarcity of resources and the responsibility of finding working conditions for themselves, as well as favoring research that produces immediately marketable knowledge. In turn, teaching work has been widely scrutinized and, under neoliberal hegemony, faces precariousness as its structure. It has been noted that teachers tend to become an accessory, and the training required of this professional accompanies the demand for unequal and differentiated training of workers. The activity carried out by the teacherresearcher is still somewhat complex and their working conditions are better than those of other teachers, but they live with attacks on their existence as a public servant and are compelled, via Capes, to introject productive sociability, by presenting the performance required to remain in the competition for resources and obtain recognition. Having understood the central categories, we looked at whether or not Capes' programs had changed with the change in the country's presidency, by surveying and analyzing its administrative acts, in which most of the processes remain in place and the themes addressed in the programs analyzed are not radically different, but the tendencies in favor of private initiative in Distance Education (DE) and the restriction of access to internationalization programs have become more acute, in addition to cuts in funding for the PG-SS. With regard to the intensification of work, teacher-researchers have learned to meet the requirements of evaluation by organizing their activities to compete for the available resources, which has led to a concentration of research activity and intensification of work; however, an examination of Capes' administrative acts between the end of the Dilma government and the beginning of the Temer government did not show that this process had worsened.