Construção e reconstrução da identidade profissional do docente universitário em sua trajetória de carreira em instituições públicas

• Ano de defesa: 2013
• Autor(a) principal: Maria Regina de Carvalho Teixeira de Oliveira
• Tipo de documento: Tese
• Tipo de acesso: Acesso aberto
• Idioma: por
• Instituição de defesa: Universidade Federal de Minas Gerais; UFMG
• Palavras-chave em Português: Docência no ensino superior; Carreira; Identidade profissional; Ensino superior; Professores universitários; Universidades e faculdades
• Link de acesso: http://hdl.handle.net/1843/BUOS-9GQGZ6

This work aims to analyze how scholars from public institutions realize the constructions and reconstructions of professional identities in their careers. Using the quantitative and qualitative methodology. The research had as one of the instruments a questionnaire with open and closed questions, applied to four of the 86 groups surveyed: beginning (masters and doctoral), teachers with five, twenty and thirty years of experience of teaching. A second instrument for data collection was the preparation of posters with drawings of caricatures of the university professor, made by beginning (UFMG). The descriptions of teaching activities and profiles made by these different groups showed variations to the reasons for choosing the teaching profession, the characteristics of career development activities and tcacher`s objectives in relation to teaching, the meanings of personal and professional success perspectives in the last thirty years We conclude that the professional identities and careers of academics are constructed and reconstructed dynamically, adapting to the opportunities arising. These opportunities focrrs on the rewards and status; stability; perspectives of i intellectual production; permanent study; professional growth without personal economic expenditures, especially in the continued participation in undergraduate research programs; relationships with students and peers, among others. lt is also concluded that, special attention should be given to the processes of access, professionalism, support for the development and evaluation of the work of teachers in public institutions. lt is also intended to improve the quality of training of new professionals, the teachers role in teaching process, research and extension and the university itself in order to educate citizens with competences to the competitive, changeable job market.