ABSTRACT:
This article analyzes the Higher Education Federal Institutes (IFES) reconfiguration process from the 1995 State Reform and, in particular, the limits and possibilities of coping with the adversities experienced by the teachers' category, from the restrains imposed by the managerial model. The work has identified the academic culture as inductive mainly of pragmatic and competitive practices, as well as favoring individualism, rivalry among pairs and consequent collective weakening. Theoretical analysis are articulated to the semi-structured interviews, conducted with teachers from IFES. It is found that the teacher, immersed in this culture, tends to naturalize such entrepreneurial logic and consider the academy as a space for autonomy, creation and professional achievement, sometimes, without more critical and deeper analysis of the daily labor, especially without a resistance movement in order to change such context, putting their health in risk.
Keywords:
Teaching; Subjectivity; Managerialism; Federal universities