Advertisement

Journal of Academic Ethics

, Volume 16, Issue 2, pp 151–171 | Cite as

Between Academic Pimping and Moral Harassment in Higher Education: an Autoethnography in a Brazilian Public University

  • Igor Vinicius Lima Valentim
Article

Abstract

It is shocking to notice that universities still research few of what daily happens inside their walls. Even though knowledge amount to just a small part of the numerous things that are produced in/between academic relations, it is rare to find investigations in which academic modus operandi is the research focus. The text relies on references like Foucault, Deleuze and Guattari to investigate the subjectivities produced in Academia’s daily routines. With attention to experiences, to what many times is naturalized and said only in the corridors and behind the scenes, this paper uses autoethnography as its method with the aim of analysing academic relations in the context of a Brazilian public university. The narratives constructed here are traversed by songs, lived situations, and affectations. Stories that deal with trajectories of a professor since his arrival at a new workplace. E-mails, threats, exoneration. What is considered to be normal in Academia? What still shocks and affect us? The paper draws on concepts like moral harassment and academic pimping to guide the written narratives and to deepen analyses built throughout the paper. How is it possible to de-naturalize what we daily do in universities? Without predefined or definite answers, the text questions the ways how we relate to each other in Academia and stimulates reflections on the impacts of our academic relations, not only to work itself, but also to the lives of the involved ones.

Keywords

Higher education Academia Autoethnography Teachers’ work Moral harassment Bullying 

Notes

Acknowledgements

This work was supported by the Portuguese national funding agency for science, research and technology (FCT), under the Project UID/SOC/04521/2013.

References

  1. Adams, T., Holman Jones, S., & Ellis, C. (2015). Autoethnography. New York: Oxford University Press.Google Scholar
  2. Antunes, R. M. (2006). Eu... vítima de assédio moral. Belo Horizonte: Literato.Google Scholar
  3. Bochner, A. P. (2002). Perspectives on inquiry III: The moral of stories. In M. L. Knapp & J. A. Daly (Eds.), Handbook of interpersonal communication (pp. 73–101). Thousand Oaks: Sage.Google Scholar
  4. Bom Sucesso, E. P. (2012). Até quando? Tortura psicológica e assédio moral no trabalho. Rio de Janeiro: Qualitymark Editora.Google Scholar
  5. Bossle, F., & Molina Neto, V. (2009). No “olho do furacão”: uma autoetnografia em uma escola da rede municipal de ensino de Porto Alegre. Revista Brasileira de Ciências do Esporte, 31(1), 131–146. http://www.oldarchive.rbceonline.org.br/index.php/RBCE/article/view/639
  6. Boss Ac. (2009). Alguém me ouviu (mantém-te firme). Singers: Boss AC and Mariza. In boss ac. Preto no branco. Lisboa: Farol, CD, track 9.Google Scholar
  7. Bourdieu, P. (2013). Homo Academicus. 2nd ed. Florianópolis: Ed. da UFSC.Google Scholar
  8. Candido, H. (2011). Assédio moral acidente laboral. São Paulo: LTr.Google Scholar
  9. Caudron, S. (1994). Motivating creative employees calls for new strategies. The Personnel Journal, 73(5), 103–106.Google Scholar
  10. Deleuze, G. (1992). Conversações. São Paulo: Ed. 34.Google Scholar
  11. Diversi, M., & Moreira, C. (2009). Betweener talk: Decolonizing knowledge production, pedagogy, and praxis. Walnut Creek: Left Coast Press.Google Scholar
  12. Ellis, C. (2009). Revision: Autoethnographic reflections on life and work. Walnut Creek: Left Coast Press.Google Scholar
  13. Figueiredo, W. S. (2006). Assédio moral na escola pública. Um problema de saúde numa visão libertária. Rio de Janeiro, RJ: Achiamé.Google Scholar
  14. Foucault, M. (1999). La creación de modos de vida. Estética, ética y hermenéutica. Barcelona: Paidós.Google Scholar
  15. Foucault, M. (2005). Vigiar e punir: nascimento da prisão. 30th ed. Petrópolis: Vozes.Google Scholar
  16. Freitas, M. E., Heloani, R., & Barreto, M. (2008). Assédio moral no trabalho. São Paulo: Cengage Learning.Google Scholar
  17. Galvão, V. (2011). Assédio moral: mal-estar no trabalho. Maceió: EDUFAL.Google Scholar
  18. Garrett, G., & Davies, G. (2010). Herding cats: Being advice to aspiring academic and research leaders. Axminster: Triarchy Press.Google Scholar
  19. Graeber, D. (2013) The auto-ethnography that can never be and the activist's ethnography that might be. In a. Meneley, & D. J. Young (Eds.). Auto-ethnographies: the anthropology of academic practices, (pp. 189-202). Ontario: University of Toronto Press.Google Scholar
  20. Guattari, F., & Rolnik, S. (2007). Micropolítica: cartografias do desejo. Petrópolis: Vozes.Google Scholar
  21. Hirigoyen, M-F. (2005). Mal-estar no trabalho: redefinindo o assédio moral. 2nd ed. Rio de Janeiro: Bertrand Brasil.Google Scholar
  22. Houaiss. (2009). Dicionário eletrônico Houaiss da língua portuguesa. Rio de Janeiro: Objetiva.Google Scholar
  23. Larrosa, J. (2015). Pedagogia profana: danças, piruetas e mascaradas. 5th ed. Belo Horizonte: Autêntica Editora.Google Scholar
  24. Meneley, A., & Young, D. J. (Eds.). (2013). Auto-ethnographies: The anthropology of academic practices. Ontario: University of Toronto Press.Google Scholar
  25. Minassa, A. P. (2012). Assédio moral no âmbito da Administração Pública. Leme: Habermann.Google Scholar
  26. Rambo, C. (2016). Strange accounts: Applying for the department chair position and writing threats and secrets “in play”. Journal of Contemporary Ethnography, 45(1), 3–33.  https://doi.org/10.1177/0891241615611729.CrossRefGoogle Scholar
  27. Reinikainen, L., & Dahlqvist, H. Z. (2016). Curating an exhibition in a university setting: An autoethnographic study of an autoethnographic work. In D. Pillay, I. Naicker, & K. Pithouse-Morgan (Eds.), Academic autoethnographies: Inside teaching in higher education (pp. 69–83). Rotterdam: Sense Publishers.  https://doi.org/10.1007/978-94-6300-399-5_5.CrossRefGoogle Scholar
  28. Richardson, L. (1997). Fields of play: constructing an academic life. New Brunswick: Rutgers University Press.Google Scholar
  29. Robinson, C. C., & Clardy, P. (Eds.). (2010). Tedious journeys: Autoethnography by women of color in academe. New York: Peter Lang,  https://doi.org/10.3726/978-1-4539-0066-6.
  30. Rolnik, S. (2006a). Geopolítica da cafetinagem. Núcleo de Estudos da Subjetividade. http://www.pucsp.br/nucleodesubjetividade. Accessed 13 Aug 2014.
  31. Rolnik, S. (2006b). Cartografia sentimental: transformações contemporâneas do desejo. Porto Alegre: Sulina; Editora da UFRGS.Google Scholar
  32. Tauginienė, L. (2016). Embedding academic integrity in public universities. Journal of Academic Ethics, 14(4), 327–344.  https://doi.org/10.1007/s10805-016-9268-4.CrossRefGoogle Scholar
  33. Thomson, O. (2002). A assustadora história da maldade. São Paulo: Ediouro.Google Scholar
  34. Valentim, I. V. L. (2016). A geopolítica da cafetinagem acadêmica: quem tem medo de investigar o cotidiano das relações universitárias? Polêm!ca, 16(3), 19–36.  https://doi.org/10.12957/polemica.2016.25200.CrossRefGoogle Scholar
  35. Vaquer, J. (2005). Cotidiano de um casal feliz. In J. Vaquer. Você não me conhece. Rio de Janeiro: EMI Brasil, CD, Track 3.Google Scholar
  36. Veiga-Neto, A., & Lopes, M. C. (2010). Há teoria e método em Michel Foucault? Implicações educacionais. In S. M. Clareto & A. Ferrari (Eds.), Foucault, Deleuze e Educação (pp. 33–47). Juiz de Fora: Ed. UFJF.Google Scholar
  37. Versiani, D. B. (2005). Autoetnografias: conceitos alternativos em construção. Rio de Janeiro: 7Letras.Google Scholar
  38. Young, D. J., Meneley, A. (2005) Introduction: Auto-ethnographies of academic practices. In a. Meneley, & D. J. Young (Eds.). Auto-ethnographies: the anthropology of academic practices, (pp. 1-21). Ontario: University of Toronto Press.Google Scholar

Copyright information

© Springer Science+Business Media B.V., part of Springer Nature 2018

Authors and Affiliations

  1. 1.Federal University of Rio de JaneiroRio de JaneiroBrazil
  2. 2.Graduate Program in EducationFluminense Federal University NiteróiBrazil
  3. 3.CSG, SOCIUS, ISEGUniversity of LisbonLisbonPortugal

Personalised recommendations