El Agar.io Programado en la Enseñanza Superior: Fundamentos de la Dinámica del Superrendimiento y la Superproducción

Abstract

This article explores the experiences and particularities faced by partial/full time-lecturers in a precarious situation who opt, without apparent success, for a full time job within the professional system of higher education. Following a narrative methodology, it explores the way in which teachers (eight women and six men, all of them university partial or full time lecturers in different areas) construct and legitimize certain conceptions about the professional sphere in the university that have obvious repercussions on their personal and professional identities. The results, organized around a narrative that takes whose reference is the daily life of a teacher in precarious conditions, reflect the stress to which teachers are subjected as part of the relentless programs of university evaluation and accreditation, the distancing of good teaching in favour of demonstrable quality as an investigator and the possibility of suffering from teacher burnout syndrome no sooner than having commenced a professional career.