Submitted by Sara Ribeiro (sara.ribeiro@ucb.br) on 2017-04-06T14:38:05Z No. of bitstreams: 1 VictorGomesdePaulaDissertacao2016.pdf: 1698952 bytes, checksum: 5783593ca3b4354bd4bd73ad48de2510 (MD5) / Approved for entry into archive by Kelson Anthony de Menezes (kelson@ucb.br) on 2017-04-06T18:22:38Z (GMT) No. of bitstreams: 1 VictorGomesdePaulaDissertacao2016.pdf: 1698952 bytes, checksum: 5783593ca3b4354bd4bd73ad48de2510 (MD5) / Made available in DSpace on 2017-04-06T18:22:38Z (GMT). No. of bitstreams: 1 VictorGomesdePaulaDissertacao2016.pdf: 1698952 bytes, checksum: 5783593ca3b4354bd4bd73ad48de2510 (MD5) Previous issue date: 2016-06-22 / Higher education has undergone changes in its structural and organizational setup, which has raised concern about his state of expansion and evolution. In the past 20 years, we began a comprehensive reform of public policies aimed to modify the landscape of education in the country, particularly of private higher education. The constant transformation undertaken by governments and society are changing the role of the teacher as well as the functions of universities, leading them to a constant process of adaptation to meet the changing demands and requirements. Thus, private higher education is looking for management models that can support the contemporary changes that focus in teaching and teaching-learning relationship. In this perspective, this research aimed to study the challenges faced by higher education managers in private their work, through an exploratory study based on a theory of work psychodynamics. The research had a qualitative character from the individual listening to managers and teachers from three different institutions of higher education in the Federal District and surrounding areas. Data collection occurred through semi-structured interviews, guided by a roadmap with themes. The interviews followed three axes of analysis, real and prescribed work, individual defense strategies and ethical suffering at work. Regarding the actual and the prescribed stand out unforeseen in the classroom, the demands of the institution, the bureaucracy and the lack of preparation of students coming to higher education and denounce the weakness of basic education. Regarding the individual defense strategies identified the denial of suffering in teaching evidenced by the lack of criticism of the institutional contradictions and denial of work overload. Ethical suffering of managers revealed the extent that these professionals were forced to act against their beliefs and took an institutional discourse at odds with the reality of the work of teachers. / A educa????o superior tem sofrido altera????es em sua configura????o estrutural e organizacional, o que tem suscitado preocupa????o com o seu estado de expans??o e evolu????o. Nos ??ltimos 20 anos, iniciou-se uma ampla reforma das pol??ticas p??blicas que objetivou modificar o panorama da educa????o no pa??s, particularmente, da educa????o superior privada. As constantes transforma????es empreendidas pelos governos e pela sociedade est??o mudando o papel do professor, bem como as fun????es das universidades, conduzindo-os a um processo de adequa????o constante para atender ??s novas demandas e exig??ncias. Assim, a educa????o superior privada encontra-se em busca de modelos de gest??o que possam dar suporte ??s transforma????es contempor??neas que incidem no trabalho docente e na rela????o ensinoaprendizagem. Nessa perspectiva, a presente pesquisa visou estudar os desafios encontrados pelos gestores da educa????o superior privada em seu trabalho, por interm??dio de um estudo explorat??rio ?? luz da teoria da Psicodin??mica do Trabalho. A pesquisa teve um car??ter qualitativo a partir da escuta individual dos gestores e professores de tr??s diferentes Institui????es de Educa????o Superior do Distrito Federal e entorno. A coleta de dados deu-se por meio de entrevista semiestruturada, guiadas por um roteiro com eixos tem??ticos. As entrevistas seguiram tr??s eixos de an??lise, o real e prescrito do trabalho, estrat??gias de defesa individual e sofrimento ??tico no trabalho. Em rela????o ao real e o prescrito destacam-se os imprevistos em sala de aula, as demandas da institui????o, as burocracias e o despreparo dos alunos que chegam ?? educa????o superior e que denunciam a fragilidade da educa????o b??sica. Em rela????o ??s estrat??gias de defesa individual identificou-se a nega????o do sofrimento no trabalho docente evidenciado pela falta de cr??tica em rela????o as contradi????es institucionais e a nega????o da sobrecarga de trabalho. O sofrimento ??tico dos gestores se revelou na medida em que esses profissionais se viram obrigados a agirem contra suas cren??as e, assumiram um discurso institucional em contradi????o com a realidade do trabalho dos professores.