Abstract

VARGAS, Hustana Maria; ZUCCARELLI, Carolina  and  HONORATO, Gabriela de Souza. 21^st century and inequalities in teaching working conditions in higher education. Rev. Diálogo Educ. [online]. 2021, vol.21, n.69, pp.874-900.  Epub June 11, 2021. ISSN 1981-416X.  https://doi.org/10.7213/1981-416x.21.069.ao04.

Essential to the expansion of the higher education system, the process of institutional diversification has generated an increasingly interest within studies on inequalities. In this context, this article analyzes the educational policies developed since the mid-1990s and their implications for the working conditions of higher education professors. The microdata from the Higher Education Census were used to measure the growth of the teaching market, the changes in the profile of qualification and the hiring of professors. The results show that, even though the number of professionals have grown and their qualification has been improved, the level of precariousness in working conditions stratifies professors. On the one hand, central professors have greater qualification and stronger guarantee of labor rights and, on the other hand, peripheral professors, who work in private institutions and are more focused (almost exclusively) on teaching activity. This is a warning sign for the consequences of administrative reforms with a market bias, which intensify restrictions on the public budget, impacting higher education and particularly working conditions.

Keywords : Higher education; Teaching staff; Institutional differentiation.

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