Tensões na identidade profissional: estudo com professores da pós-graduação stricto-sensu à luz da análise de narrativas

• Autor(a) principal: Silva, Johnnata Cavalcante
• Data de Publicação: 2022
• Tipo de documento: Dissertação
• Idioma: por
• Título da fonte: Repositório Institucional da Universidade Federal do Ceará (UFC)
• Texto Completo: http://www.repositorio.ufc.br/handle/riufc/64338
• topic: Identidade profissional; Professores universitários; Pós-graduação; Estresse Psicológico

The main goal of this research is to investigate how occur the professional identity tensions of professors in the brazilian stricto-sensu graduate program. Previous studies pointed out that, in teaching, these tensions can happen due to financial constraints, the requirement for “corporate” efficiency in the research production, the precariousness of the profession, among others. As for the composition of this dissertation, the theoretical background go through the main themes related to the personal, social, and paper identities construction, highlighting how this process relates to the teacher’s professional identity development. For the research method, a qualitative and descriptive approach was followed, making the triangulation of data collection instruments and analysis techniques. In this sense, it were applied reflective journals and two vignettes to eight brazilian professors from stricto-sensu graduate programs of six states. The data collection took place online, using the Microsoft Sway and the Microsoft Forms. To analyze the obtained set of information, it were followed the stages of narratives and content analysis. To assist the identification of more frequent topics in the professors’ answers, the qualitative software QDA Miner (Version 6.0.9) was used. Therefore, eleven professional identity tensions were identified in the research, these being derived from both juxtapositions between the three dimensions of professors’ PI – (i.e., personal affirmation, social representations, and professional meanings appropriation), as well as from “political” circumstances (such as the academic productivism), “institutional” circumstances (such as being exposed to contradictory institutional attitudes), and “social” circumstances (such as the lack of recognition and valorization). The study offers contributions by proposing a conceptual model that can sustain the realization of future research aimed to brazilian professors from public and private institutions, besides having developed a methodological path that brings more validity and reliability to the qualitative research. Under social lens, the study encourages reflection on the main elements that appear to be causing an identity crisis in the brazilian stricto-sensu graduate program. To conclude, as for the practical contributions from this dissertation, it is highlighted the role that the universities’ Personnel Departments can do on the development of actions that can stimulate, among other aspects, the teaching empowerment and the quality of individual and organizational lives.