This study aimed to analyze the implications on the teaching work with the implementation of the National Teacher Training in Basic Education “Plano Nacional de Formação de Professores da Educação Básica” (PARFOR) at the Federal University of Pará “Universidade Federal do Pará” (UFPA), as part of the expansion policy of higher education in the country. For this purpose, we analyze the guidelines and implementation of policies to expand higher education in the government of Luiz Inacio Lula da Silva (2003-2010), within the context of state reform and the University, which provided an understanding of the phenomenon that is occurring in UFPA with adherence to PARFOR. The analysis of the PARFOR at UFPA was made considering the number of courses, the number of vacancies and enrollment effect in the years 2009 to 2011, beyond the analysis of interviews with the subjects coordinators and teachers who allowed us to identify the impact on university teaching based on the workload, the number of classes and individual plan of work during the school year plan. Our methodological approach was a case study of the phenomenon that is occurring in UFPA to expand the supply of jobs, increased enrollments and the creation of new courses without the corresponding financial support for hiring new teachers, so the total amount tasks without the increased number of teachers who had the same job tasks in a compressed. It is valid to remember that the teacher uses in PARFOR vacation, recess and weekends to teach classes in search of a salary supplement in the form of scholarships provided by the National Education Development “Fundo Nacional de Desenvolvimento da Educação” (FNDE) by the Coordination of Improvement of Higher Superior “Coordenação de Aperfeiçoamento de Pessoal de Nível Superior” (CAPES) experiencing thus a broad intensification of work, which nevertheless does not prevent more and more teachers are adhering to PARFOR. Therefore, this research it was found that the expansion of higher education that is occurring result of the implementation of the PARFOR at UFPA is intensifying the teaching profession, as it appears from higher energy needs of physical, cognitive and emotional to teach in other classes outside their regular work plan, aiming additions financial, since the wage squeeze for what has been going for years the university professor. For capitalism is producing the intensification of economic growth, the more you work to get more profit.
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