Vivências de assédio moral na Pós-Graduação: relatos de docentes e discentes

Abstract

O meio acadêmico e de pesquisa são ambientes que manifestam situações de assédio moral, seja pelo abuso de poder, pressões e cobranças, vaidades/ego ou pela recusa de diferença. Esta pesquisa objetivou identificar as práticas de assédio moral vivenciadas por servidores docentes e discentes vinculados aos Programas de Pós-Graduação stricto sensu de uma Universidade da região sul brasileira. A pesquisa teve uma abordagem mista (quanti-quali). Para tanto foi aplicado um questionário online (126 respostas) e realizado entrevistas semiestruturadas (7) com docentes e discentes da Pós-Graduação. Foram realizadas análises descritivas dos dados e também análise de conteúdo. Verificou-se a ocorrência de situações de assédio relacionado ao trabalho (por exemplo, opiniões e pontos de vista ignorados, sobrecarga de trabalho), assédio pessoal (ser ignorado/excluído; humilhado ou ridicularizado; comentários ofensivos sobre o indivíduo) e, em menor escala, assédio por intimidações físicas ou sexual (gritaram com você/agressividade gratuita; comportamentos intimidativos). Tanto docentes quanto discentes experienciaram situações como estas de forma frequente. Observou-se que as agressões sofridas pelos discentes partem principalmente dos docentes durante a aula ou em orientações, sendo que no ambiente de aula as agressões são dirigidas aos alunos de forma geral. Já os docentes são alvos majoritariamente dos próprios colegas. Por fim, o assédio moral é uma prática frequente na Pós-Graduação, a qual naturaliza determinados comportamentos hostis pois estes fazem parte “da formação do discente”. Logo, cada vez mais deve-se debater sobre o tema neste ambiente com objetivo de reduzir e eliminar determinadas “crenças” e práticas.

Characteristics of harassment in universities: publications from 2014 to 2023

“…Private universities appear in three studies (15.78%) -T10, T11, T13 -; two articles (10.52%) refer to both types (T4, T14) and one study is located outside the university, in an internship environment (T5). According to Nunes, Tolfo and Pelegrini (2021), harassment as a form of management has become a strategic organizational practice, regardless of the organizational environment we are talking about, although it is very common in the education sector (Hirigoyen, 2002), in the public sector (Nunes, 2020) where public university employees are located . Harassment in the public sphere is generally linked to power struggles (Souza & Barros, 2015) and, for Nunes, Tolfo and Pelegrini (2021), to the abuse of power and the refusal of differences (for teachers and technical-administrative staff).…”

“…The educational sector is one of the most affected by harassment, along with the medical sector, because they are fields in which there is not much objectivity in the definition of tasks and in which it is always possible to blame someone for any failure (Hirigoyen, 2002). In the public sector, the most affected areas would be health, social and education (Nunes, 2020). If the public sector follows the others in which harassment occurs, civil servants become a population at risk of harassment, like professionals at public universities .…”

“…The harassed person desperately tries to get a transfer to another sector but ends up simply coming to terms with the situation and its consequences, or resigns . In the case of remaining at work for subsistence, the damage will be greater because of the duration and, according to Nunes (2020), it is difficult for someone to give up their job, even if they are suffering.…”

“…Especially in postgraduate courses, Nunes and Torga (2020) and Nunes (2020) comment that teachers and students can be exposed to work-related illness due to the demands of generating knowledge, producing scientific articles, administrative and management tasks, among other aspects that are compounded by a logic of productivity and deadlines for completing activities. According to Nunes (2020), professors are subject to a series of fundamental demands for their survival in the program itself, such as more activities, various deadlines, demands, number of publications within certain periods, among others.…”

“…This is also due to the increasing degradation of working conditions combined with the high demands for productivity and competitiveness. According to Nunes (2020), the "publish or perish" culture prevails (very similar to that of capitalism, which turns education into a commodity or a factory), in other words, the most important thing in postgraduate studies is to score points by publishing in high frequency in journals that are well evaluated by the Coordination for the Improvement of Higher Education Personnel (CAPES -Coordenação de Aperfeiçoamento de Pessoal de Nível Superior), as well as producing books and book chapters that are equally well evaluated, which generates an aggressive mentality and a lot of competition, favoring the practice of harassment.…”