The mobbing construct in student-teacher relationship from the perspective of university professors/O constructo assedio moral na relacao aluno-professor na perspectiva de professores universitarios/El constructo acoso moral en la relacion alumno-profesor en la perspectiva de profesores universitarios

• Published in: Revista de gestão 2014-07, Vol.21 (3), p.415
• Main Authors: Paixao, Roberto Brasileiro, de Melo, Daniel Reis Armond, de Souza-Silva, Jader Cristiano, Neris, Jorge Santos
• Format: Article
• Language: Spanish
• Subjects: College teachers; Corporate social responsibility; Libel and slander; School construction; Teachers; Universities and colleges
• ISSN: 1809-2276
• DOI: 10.5700/rege538

The general purpose of this paper is to contribute to a better understanding of the construct mobbing in professor-student relationship. This concept, of general nature, leads to the question of how this construct is understood by university professors who experience it in their working practices. In order to answer the question, 42 interviews were conducted with university professors. The collected data were tabulated and organized through the methodology of the Collective Subject Discourse (CSD). The results indicate six Collective Subject Discourses, whose key ideas are: embarrassment to the teacher, pressure to obtain benefits, disrespectfulness, recurring defamatory behavior, obstacles to the purpose of teaching and threat to moral and physical integrity. The deepening of the understanding of mobbing in the student-professor relationship is important because it contributes to an increased awareness and reflection on destructive behaviors that are no longer acceptable in the evolutionary stage of modern society and that, above all, still occur in a social group where the purpose is to educate socially responsible citizens and of morally integrity. Key words: Mobbing, Higher Education, Student-Professor-Relationship, Collective Subject Discourse. O objetivo geral deste artigo e contribuir para uma melhor compreensao do constructo assedio moral na relacao aluno-professor. Tal conceito, de cunho geral, leva ao questionamento de como esse constructo e compreendido por professores universitarios que o vivenciam em suas praticas de trabalho. No sentido de responder ao questionamento, foram realizadas 42 entrevistas com docentes universitarios. Os dados coletados foram tabulados e organizados por meio da metodologia do Discurso do Sujeito Coletivo (DSC). Os resultados indicam seis discursos coletivos, que tem como ideias-chave: constrangimento ao professor, pressao para obter vantagens, falta de respeito, condutas difamatorias recorrentes, obstaculos ao proposito da docencia e ameaca a integridade moral e fisica. O aprofundamento do entendimento do assedio moral na relacao aluno-professor e relevante, pois contribui para uma maior consciencia e reflexao sobre comportamentos destrutivos que nao sao mais aceitaveis no estagio evolutivo da sociedade moderna e, sobretudo, que ainda ocorrem em um grupo social no qual se propoe precipuamente formar cidadaos socialmente responsaveis e moralmente integros. Palavras-chave: Assedio Moral, Ensino Superior, Relacao Aluno