Detalhes bibliográficos
| Ano de defesa: |
2021 |
| Autor(a) principal: |
Leite, Claudia da Silva
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| Orientador(a): |
Antunes, Mitsuko Aparecida Makino
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| Banca de defesa: |
Não Informado pela instituição |
| Tipo de documento: |
Tese
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| Tipo de acesso: |
Acesso aberto |
| Idioma: |
por |
| Instituição de defesa: |
Pontifícia Universidade Católica de São Paulo
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| Programa de Pós-Graduação: |
Programa de Estudos Pós-Graduados em Educação: Psicologia da Educação
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| Departamento: |
Faculdade de Educação
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| País: |
Brasil
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| Palavras-chave em Português: |
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| Palavras-chave em Inglês: |
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| Área do conhecimento CNPq: |
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| Link de acesso: |
https://repositorio.pucsp.br/jspui/handle/handle/24443
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Resumo: |
The objective of this research was to study the identity construction of private higher education teachers, given the countless transformations that unfolded since the University Reform of 1968, which led to a significant growth of private higher education institutions (HEIs) as compared to public HEIs, and to changes in faculty employment relationships. Employment relationships were noted to impact the identity construction of private higher education teachers. As specific objectives, we sought to understand the reasons why teachers became private HEI faculty members and why they remained (or not) in their practice; identify the various roles (or personas) played by teachers from the beginning of their practice, and identify how employment relationships enable or not the identity transformation of teachers. The theoretical perspective adopted was Antonio da Costa Ciampa’s Identity Theory, using as methodology procedures faculty life history narratives, through unstructured interviews. Three teachers were interviewed and one of them was chosen for analysis, as his report synthesized those of the other interviewees. The data obtained was analyzed based on three central themes: from hard-working teenager to university teacher: work and educational history; the teacher: relationship with the students, employment relationships with the institution, curriculum mediation with students and action during the pandemic; and life project; additionally, a theme synthezing the latter three was prepared, from the perspective of contradictions identified in teachers’ narrative. The results showed that one aspect synthesized their entire narrative: the contradictions between the private-HEI-teacher-persona and autonomy. Thus, the particular synthesizes the universal, with faculty members experiencing an identity policy imposed by mercantilist private HEIs that leads them to sameness, to play a myth-like persona, hampering and oppressing their autonomy, transformation and empowerment, and thus showing that faculty members need to get organized for the sake of collectivity, towards empowerment, i.e., in pursue of work conditions that make it possible to do intellectual work |
