Detalhes bibliográficos
| Ano de defesa: |
2018 |
| Autor(a) principal: |
Silva, Eduardo Alberto da
 |
| Orientador(a): |
Passos, Laurizete Ferragut |
| Banca de defesa: |
Não Informado pela instituição |
| Tipo de documento: |
Tese
|
| Tipo de acesso: |
Acesso aberto |
| Idioma: |
por |
| Instituição de defesa: |
Pontifícia Universidade Católica de São Paulo
|
| Programa de Pós-Graduação: |
Programa de Estudos Pós-Graduados em Educação: Psicologia da Educação
|
| Departamento: |
Faculdade de Educação
|
| País: |
Brasil
|
| 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://tede2.pucsp.br/handle/handle/21305
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Resumo: |
The general objective of this qualitative research was to analyze the working conditions of beginning collaborative professors of public universities in Paraná State at their early careers and the possible implications in the construction of their professionality and professionalization. Thus, the thesis defended is that working conditions can affect the construction of both professionality and professionalization of those professors. The theoretical basis of the research was based on authors who debate the condition and precariousness of teaching work; professionality and professionalization; the challenges of the work of those beginning professors in higher education. The methodological trajectory consisted of a survey on the number of temporary beginning professors at all the seven state universities in Paraná. As for the data collection procedure, we chose semi-structured interviews, whose results were analyzed by means of Prose Analysis and in light of the theoretical framework that backed those debates. The subjects of the research were four beginning collaborative professors of two higher education institutions in Paraná State, chosen by the criterion of time of implantation and operation of those institutions: one more recent and another one selected for being one of the oldest public universities in that State. The axis of analysis were as follows: a) working conditions of professors; b) convergent approaches to professionality; c) convergent approaches to professionalization; d) perception of oneself as a beginning higher education teacher; e) reflexes of the interview on the interviewees themselves. The results of the study allowed us to consider that the precariousness of the teaching work is manifested, among other factors, in the increase of temporary contracts in public universities in Paraná; in the condition denied to those teachers regarding the possibility of authorship in research projects as well as in participation in training courses; in the constant participation in contests due to validity periods and the consequent alternation of institutions and college subjects. It became increasingly evident that professors consider their permanence as collaborative professors as a provisional situation, reason why it is inferred that they do not have a greater critical reflection on that problem. Thus, the initial hypothesis is that working conditions can affect the professionality and professionalization of professors, especially considering the obscure purposes of the policies directed to the teaching career and having direct effects on the downtrodden professional trajectories of professors governed by temporary contracts |
