O campo científico, os conflitos e relações de poder no trabalho de professores de uma universidade pública
Autor(a) principal: | |
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Data de Publicação: | 2013 |
Tipo de documento: | Dissertação |
Idioma: | por |
Título da fonte: | Repositório Institucional da UFSCAR |
Texto Completo: | https://repositorio.ufscar.br/handle/ufscar/2647 |
Resumo: | The main target in this dissertation is to identify the constitutive elements of the dynamic in the scientific field, standing out the experience and the point of view of professors on the conflicts and relations of forces. There was an approach to a postgraduate course on humanities of a renowned Brazilian public university. Twelve semi-structured interviews were conducted about life history and scientific academic trajectory. The professors were intentionally selected. Professors, who entered in the institution in different historical moments (before and after 1995), were interviewed. These professors were also in different stages in their careers and they also presented different hierarchical positions in the institution and also in the scientific field. There were also pilot interviews with a professor from another institution and two complementary ones, one of which with a university worker and another one with a student, which guided this research about the procedure and questions of the interviews. The analysis of the content of the interviews was made by reading, rereading and gradual building of analysis categories that allowed pointing inferences and interpretations. Two categories of analysis were indicated: work, sociability and subjectivity; and field, university practices and relations of forces. The analysis of the interviews was complemented with some documents (inter alia, meetings minutes, lattes CV, data from the institution website) that allowed us to consider, within the limits of the ethic commitment of not identifying the researched institution, some features of its institutional culture, its faculty profile and also of its sample. It was used as theoretical background Bourdieu‟s concepts of fields, capital and habitus, as well as studies on Brazilian public universities and also studies of other authors that approach themes related to the subject of our research. It started from the hypothesis of the reconfigurations of the public universities under the guidelines of the State Reform that took place especially after 1995. It was considered that could be worsening clashes and disputes in obtaining and also distributing the scientific capital due to the postgraduation model that is being consolidated. The results pointed out to the inseparability, contradictions and clashes between sociability and subjectivity under the mediation of work. It was pointed to epistemological and political conflicts in the scientific field and relations of forces permeated by competitiveness and individualism. The internalized provisions of the professors were understood as formed in a variety of their lifelong socialization processes and reconstituted in a more or less conflicting way from their insertion in the scientific field and in their current historical moment, in which the universities practices tend to be reconfigured under the aegis of the instrumental rationality of the evaluation model of the professors production performance and also of post-graduation programs. It was evident that there was a dialectical relationship between habitus and field, as the professors are constitutive part in the scientific field, the same way that they extract elements that influence their subjectivity, (con) forming it, according to each case, in different ways, to the productive sociability. The professors need to tacitly accept the rules in the scientific field and the established evaluation parameters of productivity, in order to remain therein, even that, many times, the subjectivity and the habitus clash with the productive sociability. |
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Graetz, Carla FabianaSilva, Eduardo Pinto ehttp://lattes.cnpq.br/3492708361349827cb95be50-1311-40b5-8961-ede609ca633f2016-06-02T19:39:31Z2013-04-082016-06-02T19:39:31Z2013-02-21GRAETZ, Carla Fabiana. O campo científico, os conflitos e relações de poder no trabalho de professores de uma universidade pública. 2013. 132 f. Dissertação (Mestrado em Ciências Humanas) - Universidade Federal de São Carlos, São Carlos, 2013.https://repositorio.ufscar.br/handle/ufscar/2647The main target in this dissertation is to identify the constitutive elements of the dynamic in the scientific field, standing out the experience and the point of view of professors on the conflicts and relations of forces. There was an approach to a postgraduate course on humanities of a renowned Brazilian public university. Twelve semi-structured interviews were conducted about life history and scientific academic trajectory. The professors were intentionally selected. Professors, who entered in the institution in different historical moments (before and after 1995), were interviewed. These professors were also in different stages in their careers and they also presented different hierarchical positions in the institution and also in the scientific field. There were also pilot interviews with a professor from another institution and two complementary ones, one of which with a university worker and another one with a student, which guided this research about the procedure and questions of the interviews. The analysis of the content of the interviews was made by reading, rereading and gradual building of analysis categories that allowed pointing inferences and interpretations. Two categories of analysis were indicated: work, sociability and subjectivity; and field, university practices and relations of forces. The analysis of the interviews was complemented with some documents (inter alia, meetings minutes, lattes CV, data from the institution website) that allowed us to consider, within the limits of the ethic commitment of not identifying the researched institution, some features of its institutional culture, its faculty profile and also of its sample. It was used as theoretical background Bourdieu‟s concepts of fields, capital and habitus, as well as studies on Brazilian public universities and also studies of other authors that approach themes related to the subject of our research. It started from the hypothesis of the reconfigurations of the public universities under the guidelines of the State Reform that took place especially after 1995. It was considered that could be worsening clashes and disputes in obtaining and also distributing the scientific capital due to the postgraduation model that is being consolidated. The results pointed out to the inseparability, contradictions and clashes between sociability and subjectivity under the mediation of work. It was pointed to epistemological and political conflicts in the scientific field and relations of forces permeated by competitiveness and individualism. The internalized provisions of the professors were understood as formed in a variety of their lifelong socialization processes and reconstituted in a more or less conflicting way from their insertion in the scientific field and in their current historical moment, in which the universities practices tend to be reconfigured under the aegis of the instrumental rationality of the evaluation model of the professors production performance and also of post-graduation programs. It was evident that there was a dialectical relationship between habitus and field, as the professors are constitutive part in the scientific field, the same way that they extract elements that influence their subjectivity, (con) forming it, according to each case, in different ways, to the productive sociability. The professors need to tacitly accept the rules in the scientific field and the established evaluation parameters of productivity, in order to remain therein, even that, many times, the subjectivity and the habitus clash with the productive sociability.Objetivou-se identificar neste trabalho os elementos constitutivos da dinâmica do campo científico, com destaque à experiência e visão de professores sobre os conflitos e relações de poder. Abordou-se um curso de pós-graduação em ciências humanas de uma universidade pública brasileira de renome. Foram realizadas 12 entrevistas semi-estruturadas sobre histórias de vida e trajetórias acadêmico-científicas. Os professores foram selecionados de forma intencional. Foram entrevistados professores que ingressaram na instituição e na pósgraduação em distintos momentos históricos (antes de 1995 e após 1995) e que se encontravam em diferentes etapas da carreira e ocupavam posições no campo cientifico e na hierarquia institucional também distintos. Foram ainda realizadas uma entrevista piloto com professor de outra instituição e duas entrevistas complementares, uma com uma funcionária e outra com um aluno, que nos orientaram em relação aos procedimentos e questões das entrevistas. A análise do conteúdo das entrevistas foi feita por intermédio de leitura, releitura, e construção paulatina de categorias de análise que permitiram indicar inferências e interpretações. Foram indicadas duas categorias de análise: trabalho, sociabilidade e subjetividade; e campo, práticas universitárias e relações de poder. A análise das entrevistas foi complementada pela de alguns documentos (atas de reuniões, currículos lattes, dados do site da instituição, entre outros), que nos permitiram considerar, dentro dos limites do compromisso ético de não identificar a instituição pesquisada, algumas das características de sua cultura institucional, do perfil docente e da amostra. Utilizou-se como referencial teórico de análise a obra de Bourdieu e os conceitos de campo, capital e habitus, além de recorrermos a estudos sobre a universidade pública brasileira e de outros autores que abordam temas afins ao de nosso objeto de estudo. Partiu-se da hipótese de reconfigurações da universidade pública sob as diretrizes da Reforma do Estado, ocorridas sobretudo após 1995. Consideravase que poderia haver acirramento dos confrontos e disputas na obtenção e distribuição do capital científico em virtude do modelo de pós-graduação que se consolida. Os resultados apontaram para a indissociabilidade, contradições e conflitos entre sociabilidade e subjetividade sob a mediação do trabalho. Apontou-se para conflitos epistemológicos e políticos no campo científico e relações de poder permeadas por competitividade e individualismo. As disposições interiorizadas dos professores foram compreendidas como formadas em variados processos de socialização ao longo de suas trajetórias de vida, e reconstituídas de forma mais ou menos conflitante a partir de sua inserção no campo científico e no atual período histórico, no qual as práticas universitárias tendem a se reconfigurar sob a égide da racionalidade instrumental dos modelos avaliativos do desempenho da produção dos professores e de programas de pós-graduação. Evidenciou-se uma relação dialética entre habitus e campo, na medida em que os professores são parte constitutiva do campo científico, da mesma forma que dele extraem elementos que influenciam a sua subjetividade, (con)formando-a, conforme cada caso, de formas distintas, à sociabilidade produtiva. Os professores necessitam aceitar tacitamente as regras do campo científico e os parâmetros de avaliação de produtividade estabelecidos, a fim de nele se manterem, ainda que, muitas vezes, a subjetividade e o habitus entrem em choque com a sociabilidade produtiva.Universidade Federal de Minas Geraisapplication/pdfporUniversidade Federal de São CarlosPrograma de Pós-Graduação em Educação - PPGEUFSCarBREnsino superiorTrabalho docenteCampo científicoRelação de poderConflitosPósgraduaçãoPolíticas educacionaisWorkScientific fieldRelations of forcesConflictsPost-graduationEducational politicsCIENCIAS HUMANAS::EDUCACAOO campo científico, os conflitos e relações de poder no trabalho de professores de uma universidade públicainfo:eu-repo/semantics/publishedVersioninfo:eu-repo/semantics/masterThesis-1-1148d3552-4f45-4ecd-8710-7f0760805429info:eu-repo/semantics/openAccessreponame:Repositório Institucional da UFSCARinstname:Universidade Federal de São Carlos (UFSCAR)instacron:UFSCARORIGINAL4967.pdfapplication/pdf1039295https://repositorio.ufscar.br/bitstream/ufscar/2647/1/4967.pdf92f6cae55890a7e8ab96d10d5719a4b5MD51TEXT4967.pdf.txt4967.pdf.txtExtracted texttext/plain0https://repositorio.ufscar.br/bitstream/ufscar/2647/2/4967.pdf.txtd41d8cd98f00b204e9800998ecf8427eMD52THUMBNAIL4967.pdf.jpg4967.pdf.jpgIM Thumbnailimage/jpeg6240https://repositorio.ufscar.br/bitstream/ufscar/2647/3/4967.pdf.jpg91bc916254bfd95367472ec0aab57d14MD53ufscar/26472023-09-18 18:31:44.073oai:repositorio.ufscar.br:ufscar/2647Repositório InstitucionalPUBhttps://repositorio.ufscar.br/oai/requestopendoar:43222023-09-18T18:31:44Repositório Institucional da UFSCAR - Universidade Federal de São Carlos (UFSCAR)false |
dc.title.por.fl_str_mv |
O campo científico, os conflitos e relações de poder no trabalho de professores de uma universidade pública |
title |
O campo científico, os conflitos e relações de poder no trabalho de professores de uma universidade pública |
spellingShingle |
O campo científico, os conflitos e relações de poder no trabalho de professores de uma universidade pública Graetz, Carla Fabiana Ensino superior Trabalho docente Campo científico Relação de poder Conflitos Pósgraduação Políticas educacionais Work Scientific field Relations of forces Conflicts Post-graduation Educational politics CIENCIAS HUMANAS::EDUCACAO |
title_short |
O campo científico, os conflitos e relações de poder no trabalho de professores de uma universidade pública |
title_full |
O campo científico, os conflitos e relações de poder no trabalho de professores de uma universidade pública |
title_fullStr |
O campo científico, os conflitos e relações de poder no trabalho de professores de uma universidade pública |
title_full_unstemmed |
O campo científico, os conflitos e relações de poder no trabalho de professores de uma universidade pública |
title_sort |
O campo científico, os conflitos e relações de poder no trabalho de professores de uma universidade pública |
author |
Graetz, Carla Fabiana |
author_facet |
Graetz, Carla Fabiana |
author_role |
author |
dc.contributor.author.fl_str_mv |
Graetz, Carla Fabiana |
dc.contributor.advisor1.fl_str_mv |
Silva, Eduardo Pinto e |
dc.contributor.advisor1Lattes.fl_str_mv |
http://lattes.cnpq.br/3492708361349827 |
dc.contributor.authorID.fl_str_mv |
cb95be50-1311-40b5-8961-ede609ca633f |
contributor_str_mv |
Silva, Eduardo Pinto e |
dc.subject.por.fl_str_mv |
Ensino superior Trabalho docente Campo científico Relação de poder Conflitos Pósgraduação Políticas educacionais |
topic |
Ensino superior Trabalho docente Campo científico Relação de poder Conflitos Pósgraduação Políticas educacionais Work Scientific field Relations of forces Conflicts Post-graduation Educational politics CIENCIAS HUMANAS::EDUCACAO |
dc.subject.eng.fl_str_mv |
Work Scientific field Relations of forces Conflicts Post-graduation Educational politics |
dc.subject.cnpq.fl_str_mv |
CIENCIAS HUMANAS::EDUCACAO |
description |
The main target in this dissertation is to identify the constitutive elements of the dynamic in the scientific field, standing out the experience and the point of view of professors on the conflicts and relations of forces. There was an approach to a postgraduate course on humanities of a renowned Brazilian public university. Twelve semi-structured interviews were conducted about life history and scientific academic trajectory. The professors were intentionally selected. Professors, who entered in the institution in different historical moments (before and after 1995), were interviewed. These professors were also in different stages in their careers and they also presented different hierarchical positions in the institution and also in the scientific field. There were also pilot interviews with a professor from another institution and two complementary ones, one of which with a university worker and another one with a student, which guided this research about the procedure and questions of the interviews. The analysis of the content of the interviews was made by reading, rereading and gradual building of analysis categories that allowed pointing inferences and interpretations. Two categories of analysis were indicated: work, sociability and subjectivity; and field, university practices and relations of forces. The analysis of the interviews was complemented with some documents (inter alia, meetings minutes, lattes CV, data from the institution website) that allowed us to consider, within the limits of the ethic commitment of not identifying the researched institution, some features of its institutional culture, its faculty profile and also of its sample. It was used as theoretical background Bourdieu‟s concepts of fields, capital and habitus, as well as studies on Brazilian public universities and also studies of other authors that approach themes related to the subject of our research. It started from the hypothesis of the reconfigurations of the public universities under the guidelines of the State Reform that took place especially after 1995. It was considered that could be worsening clashes and disputes in obtaining and also distributing the scientific capital due to the postgraduation model that is being consolidated. The results pointed out to the inseparability, contradictions and clashes between sociability and subjectivity under the mediation of work. It was pointed to epistemological and political conflicts in the scientific field and relations of forces permeated by competitiveness and individualism. The internalized provisions of the professors were understood as formed in a variety of their lifelong socialization processes and reconstituted in a more or less conflicting way from their insertion in the scientific field and in their current historical moment, in which the universities practices tend to be reconfigured under the aegis of the instrumental rationality of the evaluation model of the professors production performance and also of post-graduation programs. It was evident that there was a dialectical relationship between habitus and field, as the professors are constitutive part in the scientific field, the same way that they extract elements that influence their subjectivity, (con) forming it, according to each case, in different ways, to the productive sociability. The professors need to tacitly accept the rules in the scientific field and the established evaluation parameters of productivity, in order to remain therein, even that, many times, the subjectivity and the habitus clash with the productive sociability. |
publishDate |
2013 |
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2013-04-08 2016-06-02T19:39:31Z |
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2013-02-21 |
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2016-06-02T19:39:31Z |
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GRAETZ, Carla Fabiana. O campo científico, os conflitos e relações de poder no trabalho de professores de uma universidade pública. 2013. 132 f. Dissertação (Mestrado em Ciências Humanas) - Universidade Federal de São Carlos, São Carlos, 2013. |
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https://repositorio.ufscar.br/handle/ufscar/2647 |
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GRAETZ, Carla Fabiana. O campo científico, os conflitos e relações de poder no trabalho de professores de uma universidade pública. 2013. 132 f. Dissertação (Mestrado em Ciências Humanas) - Universidade Federal de São Carlos, São Carlos, 2013. |
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