Facing and silence of Teachers initiatives in the university career: a study with two public institutions of Rio Grande do Sul
Autor(a) principal: | |
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Data de Publicação: | 2019 |
Outros Autores: | , |
Tipo de documento: | Artigo |
Idioma: | por |
Título da fonte: | Educação |
Texto Completo: | https://revistaseletronicas.pucrs.br/ojs/index.php/faced/article/view/30124 |
Resumo: | This article aims to analyze how beginning professors working in two public universities from the State of Rio Grande do Sul (RS), experienced the beginning of the career, trying to understand the confrontations and the silencing produced in the performance of academic activities. The methodology of the research is qualitative and it was organized from a data collected from semi-structured interviews with 14 beginning professors of two public universities: The Federal University of Rio Grande (FURG) and The Federal University of Santa Maria (UFSM). For the data interpretation we decided by Minayo’s Content Analysis (2010). As results we showed that professors feel insecure when developing teaching activities, pressured by the demands of scientific production and they also have the feeling of being unable to act in university management. To deal with all those challenging scenarios, professors developed a resilience strategy, such as developing self-esteem, the dialogue with colleagues and a thought about teaching practice. We conclude that universities need to include procedures and pedagogical training programs intheir institutional development plans, combining self-development and eco-education initiatives; they also have to integrate the actions of reception and adaptation of professors between the pro-rectories and the academic units, as well as create training spaces for the development of professional skills linked to the development of teaching, research, extension and management activities. |
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Facing and silence of Teachers initiatives in the university career: a study with two public institutions of Rio Grande do SulDesafíos y silencios de los profesores principiantes en la carrera universitaria: un estudio con dos instituciones públicas de Rio Grande do SulEnfrentamentos e silenciamentos dos professores iniciantes na carreira universitária: um estudo com duas instituições públicas do Rio Grande do SulBeginning Professors. University. Teacher Training. Resilience.Professor Iniciante. Universidade. Formação Docente. Resiliência.Profesor Principiante. Universidad. Formación Docente. Resiliencia.This article aims to analyze how beginning professors working in two public universities from the State of Rio Grande do Sul (RS), experienced the beginning of the career, trying to understand the confrontations and the silencing produced in the performance of academic activities. The methodology of the research is qualitative and it was organized from a data collected from semi-structured interviews with 14 beginning professors of two public universities: The Federal University of Rio Grande (FURG) and The Federal University of Santa Maria (UFSM). For the data interpretation we decided by Minayo’s Content Analysis (2010). As results we showed that professors feel insecure when developing teaching activities, pressured by the demands of scientific production and they also have the feeling of being unable to act in university management. To deal with all those challenging scenarios, professors developed a resilience strategy, such as developing self-esteem, the dialogue with colleagues and a thought about teaching practice. We conclude that universities need to include procedures and pedagogical training programs intheir institutional development plans, combining self-development and eco-education initiatives; they also have to integrate the actions of reception and adaptation of professors between the pro-rectories and the academic units, as well as create training spaces for the development of professional skills linked to the development of teaching, research, extension and management activities.Este artículo tiene como objetivo analizar cómo los profesores principiantes, que actúan en dos universidades públicas del Estado de Rio Grande do Sul, vivenciaron el inicio de la profesión; buscando comprender los desafíos y silencios producidos en el desempeño de las actividades académicas. La metodología de investigación utilizada es cualitativa, organizada por medio de los datos provenientes de entrevistas semiestructuradas que se realizaron con 14 profesoresprincipiantes de universidades públicas: la Universidade Federal do Rio Grande (FURG) y la Universidade Federal de Santa Maria (UFSM). Para la interpretación de los datos, se optó por el Análisis de contenido de Minayo (2010). Como resultados, se evidenció que los profesores se sienten inseguros en las actividades de enseñanza, presionadospor las exigencias de producción científica e incapaces para actuar en la gestión universitaria. Para sobrellevar estos escenarios desafiantes, los profesores desarrollan estrategias de resiliencia, el incremento de la autoestima, el diálogo con los colegas y la reflexión sobre la práctica docente. Se concluye que las universidades necesitan incluir procesosy programas de formación pedagógica en los planes de desarrollo institucional, incluyendo iniciativas de auto y eco formación; integrar las acciones de recepción y de adaptación de los profesores entre las rectorías y las unidades académicas. Igualmente, crear espacios formativos para el desarrollo de competencias profesionales vinculadas a las actividades de enseñanza, investigación, extensión y gestión.Este artigo tem por objetivo analisar como professores iniciantes, atuantes em duas universidades públicas do Estado do Rio Grande do Sul, vivenciaram o início da profissão, visando compreender os enfrentamentos e os silenciamentos produzidos no desempenho das atividades acadêmicas. A metodologia da pesquisa é qualitativa, sendo organizada por meio dos dados provenientes de entrevistas semiestruturadas realizadas com 14 professores iniciantes de duas universidades públicas: a Universidade Federal do Rio Grande (FURG) e a Universidade Federal de Santa Maria (UFSM). Para a interpretação dos dados, optamos pela Análise de Conteúdo de Minayo (2010). Como resultados, evidenciamos que os professores sentem-se inseguros no desenvolvimento das atividades de ensino, pressionados pelas demandas da produção científica e inaptos para atuarem na gestão universitária. Para lidar com os cenários desafiadores, os professores desenvolvem estratégias de resiliência, como o desenvolvimento da autoestima, o diálogo com colegas e a reflexão sobre a prática docente. Concluímos que as universidades precisam incluir processos e programas de formação pedagógica nos planos de desenvolvimento institucional, aliando iniciativas de auto e ecoformação; integrar as ações de recepção e de adaptação dos professores entre as pró-reitorias e as unidades acadêmicas, bem como criar espaços formativos para o desenvolvimento de competências profissionais vinculadas ao desenvolvimento das atividades de ensino, pesquisa, extensão e gestão. Editora da PUCRS - ediPUCRS2019-12-31info:eu-repo/semantics/articleinfo:eu-repo/semantics/publishedVersionapplication/pdfhttps://revistaseletronicas.pucrs.br/ojs/index.php/faced/article/view/3012410.15448/1981-2582.2019.3.30124Educação; Vol. 42 No. 3 (2019); 514-524Educação; Vol. 42 Núm. 3 (2019); 514-524Educação; v. 42 n. 3 (2019); 514-5241981-25820101-465X10.15448/1981-2582.2019.3reponame:Educaçãoinstname:Pontifícia Universidade Católica do Rio Grande do Sul (PUCRS)instacron:PUC_RSporhttps://revistaseletronicas.pucrs.br/ojs/index.php/faced/article/view/30124/19295Copyright (c) 2020 Educaçãoinfo:eu-repo/semantics/openAccessWiebusch, AndressaCofferri, Fernanda FátimaTauchen, Gionara2021-09-14T18:25:02Zoai:ojs.revistaseletronicas.pucrs.br:article/30124Revistahttps://revistaseletronicas.pucrs.br/ojs/index.php/faced/indexONGhttps://revistaseletronicas.pucrs.br/ojs/index.php/faced/oaieditora.periodicos@pucrs.br||reveduc@pucrs.br1981-25820101-465Xopendoar:2021-09-14T18:25:02Educação - Pontifícia Universidade Católica do Rio Grande do Sul (PUCRS)false |
dc.title.none.fl_str_mv |
Facing and silence of Teachers initiatives in the university career: a study with two public institutions of Rio Grande do Sul Desafíos y silencios de los profesores principiantes en la carrera universitaria: un estudio con dos instituciones públicas de Rio Grande do Sul Enfrentamentos e silenciamentos dos professores iniciantes na carreira universitária: um estudo com duas instituições públicas do Rio Grande do Sul |
title |
Facing and silence of Teachers initiatives in the university career: a study with two public institutions of Rio Grande do Sul |
spellingShingle |
Facing and silence of Teachers initiatives in the university career: a study with two public institutions of Rio Grande do Sul Wiebusch, Andressa Beginning Professors. University. Teacher Training. Resilience. Professor Iniciante. Universidade. Formação Docente. Resiliência. Profesor Principiante. Universidad. Formación Docente. Resiliencia. |
title_short |
Facing and silence of Teachers initiatives in the university career: a study with two public institutions of Rio Grande do Sul |
title_full |
Facing and silence of Teachers initiatives in the university career: a study with two public institutions of Rio Grande do Sul |
title_fullStr |
Facing and silence of Teachers initiatives in the university career: a study with two public institutions of Rio Grande do Sul |
title_full_unstemmed |
Facing and silence of Teachers initiatives in the university career: a study with two public institutions of Rio Grande do Sul |
title_sort |
Facing and silence of Teachers initiatives in the university career: a study with two public institutions of Rio Grande do Sul |
author |
Wiebusch, Andressa |
author_facet |
Wiebusch, Andressa Cofferri, Fernanda Fátima Tauchen, Gionara |
author_role |
author |
author2 |
Cofferri, Fernanda Fátima Tauchen, Gionara |
author2_role |
author author |
dc.contributor.author.fl_str_mv |
Wiebusch, Andressa Cofferri, Fernanda Fátima Tauchen, Gionara |
dc.subject.por.fl_str_mv |
Beginning Professors. University. Teacher Training. Resilience. Professor Iniciante. Universidade. Formação Docente. Resiliência. Profesor Principiante. Universidad. Formación Docente. Resiliencia. |
topic |
Beginning Professors. University. Teacher Training. Resilience. Professor Iniciante. Universidade. Formação Docente. Resiliência. Profesor Principiante. Universidad. Formación Docente. Resiliencia. |
description |
This article aims to analyze how beginning professors working in two public universities from the State of Rio Grande do Sul (RS), experienced the beginning of the career, trying to understand the confrontations and the silencing produced in the performance of academic activities. The methodology of the research is qualitative and it was organized from a data collected from semi-structured interviews with 14 beginning professors of two public universities: The Federal University of Rio Grande (FURG) and The Federal University of Santa Maria (UFSM). For the data interpretation we decided by Minayo’s Content Analysis (2010). As results we showed that professors feel insecure when developing teaching activities, pressured by the demands of scientific production and they also have the feeling of being unable to act in university management. To deal with all those challenging scenarios, professors developed a resilience strategy, such as developing self-esteem, the dialogue with colleagues and a thought about teaching practice. We conclude that universities need to include procedures and pedagogical training programs intheir institutional development plans, combining self-development and eco-education initiatives; they also have to integrate the actions of reception and adaptation of professors between the pro-rectories and the academic units, as well as create training spaces for the development of professional skills linked to the development of teaching, research, extension and management activities. |
publishDate |
2019 |
dc.date.none.fl_str_mv |
2019-12-31 |
dc.type.driver.fl_str_mv |
info:eu-repo/semantics/article info:eu-repo/semantics/publishedVersion |
format |
article |
status_str |
publishedVersion |
dc.identifier.uri.fl_str_mv |
https://revistaseletronicas.pucrs.br/ojs/index.php/faced/article/view/30124 10.15448/1981-2582.2019.3.30124 |
url |
https://revistaseletronicas.pucrs.br/ojs/index.php/faced/article/view/30124 |
identifier_str_mv |
10.15448/1981-2582.2019.3.30124 |
dc.language.iso.fl_str_mv |
por |
language |
por |
dc.relation.none.fl_str_mv |
https://revistaseletronicas.pucrs.br/ojs/index.php/faced/article/view/30124/19295 |
dc.rights.driver.fl_str_mv |
Copyright (c) 2020 Educação info:eu-repo/semantics/openAccess |
rights_invalid_str_mv |
Copyright (c) 2020 Educação |
eu_rights_str_mv |
openAccess |
dc.format.none.fl_str_mv |
application/pdf |
dc.publisher.none.fl_str_mv |
Editora da PUCRS - ediPUCRS |
publisher.none.fl_str_mv |
Editora da PUCRS - ediPUCRS |
dc.source.none.fl_str_mv |
Educação; Vol. 42 No. 3 (2019); 514-524 Educação; Vol. 42 Núm. 3 (2019); 514-524 Educação; v. 42 n. 3 (2019); 514-524 1981-2582 0101-465X 10.15448/1981-2582.2019.3 reponame:Educação instname:Pontifícia Universidade Católica do Rio Grande do Sul (PUCRS) instacron:PUC_RS |
instname_str |
Pontifícia Universidade Católica do Rio Grande do Sul (PUCRS) |
instacron_str |
PUC_RS |
institution |
PUC_RS |
reponame_str |
Educação |
collection |
Educação |
repository.name.fl_str_mv |
Educação - Pontifícia Universidade Católica do Rio Grande do Sul (PUCRS) |
repository.mail.fl_str_mv |
editora.periodicos@pucrs.br||reveduc@pucrs.br |
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1799128745397714945 |