Publicação
Ser professor universitário em tempos de mudança : a profissão acadêmica e suas reconfigurações
| Resumo: | The Thesis focuses on the analysis of the academic profession under the influence of the government policies for Higher Education and it is theoretically streamlined in the framework of Sociology of Higher Education and Sociology of the Professions The main aim is to describe and analyze the reconfiguration of the academic profession over the on going scenario of changes in Higher Education. The study is based on two fundamental premises: firstly the reconfiguration of the academic profession under the influence of policies and secondly, university teachers, as important social actors in policy implementation, are not passive individual. By giving voice to teachers, the study focuses on understanding how they experience changes in academic work and respond to the policies, what strategies they adopt to deal with constraints, their modes to be in the profession, the dilemmas they face and the strategies they use to respond. The documental research was focused on documents related to Higher Education, the Bologna Process, International Reports, documents guiding the policies of Higher Education in Brazil and Summary on Higher Education Census in Brazil, to capture their ideas-force on the changes in the university world, in special the ones relating to university teachers’ work. The empirical research was conducted in universities located in the Brazilian Amazon with the application of mixed methods of methodological approaches, with a sequential exploratory strategy in two phases: semi-structured interviews and a survey questionnaire. The empirical evidence suggests that university teachers have relative control over their work, find ways to practice the profession and reconcile their interests with the demands of academic work. Although the constraints stemming from the policies in academic work and working conditions, they would remain in the profession, they use strategies to deal with the impacts of policies. Despite these evidences, academic profession has many complex faces and deal with ambiguous challenges that are reshaping or reconfiguring the academic work and profession. The reconfiguration is contradictory and the responses ambivalent. |
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| Autores principais: | Silva, Ana Célia Bahia |
| Assunto: | Professores universitários Ensino superior Profissão docente Teses de doutoramento - 2011 |
| Ano: | 2011 |
| País: | Portugal |
| Tipo de documento: | tese de doutoramento |
| Tipo de acesso: | acesso aberto |
| Instituição associada: | Universidade de Lisboa |
| Idioma: | português |
| Origem: | Repositório da Universidade de Lisboa |
| Resumo: | The Thesis focuses on the analysis of the academic profession under the influence of the government policies for Higher Education and it is theoretically streamlined in the framework of Sociology of Higher Education and Sociology of the Professions The main aim is to describe and analyze the reconfiguration of the academic profession over the on going scenario of changes in Higher Education. The study is based on two fundamental premises: firstly the reconfiguration of the academic profession under the influence of policies and secondly, university teachers, as important social actors in policy implementation, are not passive individual. By giving voice to teachers, the study focuses on understanding how they experience changes in academic work and respond to the policies, what strategies they adopt to deal with constraints, their modes to be in the profession, the dilemmas they face and the strategies they use to respond. The documental research was focused on documents related to Higher Education, the Bologna Process, International Reports, documents guiding the policies of Higher Education in Brazil and Summary on Higher Education Census in Brazil, to capture their ideas-force on the changes in the university world, in special the ones relating to university teachers’ work. The empirical research was conducted in universities located in the Brazilian Amazon with the application of mixed methods of methodological approaches, with a sequential exploratory strategy in two phases: semi-structured interviews and a survey questionnaire. The empirical evidence suggests that university teachers have relative control over their work, find ways to practice the profession and reconcile their interests with the demands of academic work. Although the constraints stemming from the policies in academic work and working conditions, they would remain in the profession, they use strategies to deal with the impacts of policies. Despite these evidences, academic profession has many complex faces and deal with ambiguous challenges that are reshaping or reconfiguring the academic work and profession. The reconfiguration is contradictory and the responses ambivalent. |
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