“I like to be intellectually challenged”: the identity building of university professors in a formative activity

Detalhes bibliográficos
Autor(a) principal: Frank Kersch, Dorotea
Data de Publicação: 2021
Outros Autores: Klering, Emily Haubert
Tipo de documento: Artigo
Idioma: por
Título da fonte: Entrepalavras
Texto Completo: http://www.entrepalavras.ufc.br/revista/index.php/Revista/article/view/2007
Resumo: The world has gone through some deep transformations, many of which motivated by digital technologies, which end up changing the way we interact, work, read, communicate and even the way we perceive ourselves. Since the way we teach and learn is affected by these changes, it starts to be the role of the universities, responsible for the teacher training, to insert its own on the hybrid and multimodal culture. Considering that, it was developed a training in a community university in South Brazil to introduce its graduate and undergraduate professor in the hybrid and multimodal culture. The activity required the development of cards bearing a photo and a short narrative about themselves. Based on the perception that identities appear in the development of the image of the self and of the others (DE FINA, 2015) and considering that the word choice bears images revealing the way the narrator perceives itself (DAVIES; HARRÉ, 1990), this paper aims to analyse the way which university professor build their identities and place themselves discursively in a multimodal narrative. For this research, three professionals from the Polytechnic School and three from the Humanities participated. The results show that social media interferes in their writing and that one of the factors which distinguish one group from the other is the identification with the teaching profession by the Humanities professors.
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spelling “I like to be intellectually challenged”: the identity building of university professors in a formative activity“Gosto de ser desafiada intelectualmente”: a construção identitária de professores do ensino superior em uma atividade formativaIdentity. Positioning. Teacher training.Identidade. Posicionamento. Formação de professores.The world has gone through some deep transformations, many of which motivated by digital technologies, which end up changing the way we interact, work, read, communicate and even the way we perceive ourselves. Since the way we teach and learn is affected by these changes, it starts to be the role of the universities, responsible for the teacher training, to insert its own on the hybrid and multimodal culture. Considering that, it was developed a training in a community university in South Brazil to introduce its graduate and undergraduate professor in the hybrid and multimodal culture. The activity required the development of cards bearing a photo and a short narrative about themselves. Based on the perception that identities appear in the development of the image of the self and of the others (DE FINA, 2015) and considering that the word choice bears images revealing the way the narrator perceives itself (DAVIES; HARRÉ, 1990), this paper aims to analyse the way which university professor build their identities and place themselves discursively in a multimodal narrative. For this research, three professionals from the Polytechnic School and three from the Humanities participated. The results show that social media interferes in their writing and that one of the factors which distinguish one group from the other is the identification with the teaching profession by the Humanities professors.O mundo tem passado por profundas transformações, muitas delas motivadas pelas tecnologias digitais, que acabam por modificar a forma como nos relacionamos, trabalhamos, lemos e comunicamos, bem como a maneira como percebemos a nós mesmos. Uma vez que a forma como ensinamos e aprendemos é impactada por essas mudanças, passa a ser dever das universidades, responsáveis pela formação dos professores, inserir os seus educadores na cultura híbrida e multimodal. Pensando nisso, desenvolveu-se uma formação em uma universidade comunitária e confessional no Sul do Brasil para estimular os professores da graduação e pós-graduação a entrarem na cultura híbrida e multimodal. A atividade requereu a criação de cartas contendo uma foto e uma curta narrativa sobre si mesmos. Partindo da percepção de que identidades surgem na construção feita da imagem própria e da dos outros (DE FINA, 2015) e considerando que a escolha de palavras contém imagens reveladoras da maneira como o narrador percebe a si mesmo (DAVIES; HARRÉ, 1990), o objetivo deste artigo é analisar a maneira como professores universitários constroem suas identidades e se posicionam discursivamente numa narrativa multimodal. Para esta pesquisa, participaram três profissionais da Escola Politécnica e três da Escola das Humanidades. Os resultados mostram que as mídias sociais interferem na forma como escrevem e que um dos fatores que distingue um grupo do outro é a maior identificação com a profissão docente por parte dos professores da Escola das Humanidades.Universidade Federal do CearáCNPqFAPERGSFrank Kersch, DoroteaKlering, Emily Haubert2021-04-27info:eu-repo/semantics/articleinfo:eu-repo/semantics/publishedVersionapplication/pdfhttp://www.entrepalavras.ufc.br/revista/index.php/Revista/article/view/200710.22168/2237-6321-12007Entrepalavras; v. 11, n. 1 (11)Entrepalavras; v. 11, n. 1 (11)Entrepalavras; v. 11, n. 1 (11)Entrepalavras; v. 11, n. 1 (11)Entrepalavras; v. 11, n. 1 (11)2237-6321reponame:Entrepalavrasinstname:Universidade Federal do Ceará (UFC)instacron:UFCporhttp://www.entrepalavras.ufc.br/revista/index.php/Revista/article/view/2007/786Direitos autorais 2021 Entrepalavrasinfo:eu-repo/semantics/openAccess2022-03-26T00:01:19Zoai:ojs.localhost:article/2007Revistahttp://www.entrepalavras.ufc.br/revista/index.php/Revista/indexPUBhttp://www.entrepalavras.ufc.br/revista/index.php/Revista/oaiwebmaster@entrepalavras.ufc.br||editor@entrepalavras.ufc.br2237-63212237-6321opendoar:2022-03-26T00:01:19Entrepalavras - Universidade Federal do Ceará (UFC)false
dc.title.none.fl_str_mv “I like to be intellectually challenged”: the identity building of university professors in a formative activity
“Gosto de ser desafiada intelectualmente”: a construção identitária de professores do ensino superior em uma atividade formativa
title “I like to be intellectually challenged”: the identity building of university professors in a formative activity
spellingShingle “I like to be intellectually challenged”: the identity building of university professors in a formative activity
Frank Kersch, Dorotea
Identity. Positioning. Teacher training.
Identidade. Posicionamento. Formação de professores.
title_short “I like to be intellectually challenged”: the identity building of university professors in a formative activity
title_full “I like to be intellectually challenged”: the identity building of university professors in a formative activity
title_fullStr “I like to be intellectually challenged”: the identity building of university professors in a formative activity
title_full_unstemmed “I like to be intellectually challenged”: the identity building of university professors in a formative activity
title_sort “I like to be intellectually challenged”: the identity building of university professors in a formative activity
author Frank Kersch, Dorotea
author_facet Frank Kersch, Dorotea
Klering, Emily Haubert
author_role author
author2 Klering, Emily Haubert
author2_role author
dc.contributor.none.fl_str_mv
CNPq
FAPERGS
dc.contributor.author.fl_str_mv Frank Kersch, Dorotea
Klering, Emily Haubert
dc.subject.por.fl_str_mv Identity. Positioning. Teacher training.
Identidade. Posicionamento. Formação de professores.
topic Identity. Positioning. Teacher training.
Identidade. Posicionamento. Formação de professores.
description The world has gone through some deep transformations, many of which motivated by digital technologies, which end up changing the way we interact, work, read, communicate and even the way we perceive ourselves. Since the way we teach and learn is affected by these changes, it starts to be the role of the universities, responsible for the teacher training, to insert its own on the hybrid and multimodal culture. Considering that, it was developed a training in a community university in South Brazil to introduce its graduate and undergraduate professor in the hybrid and multimodal culture. The activity required the development of cards bearing a photo and a short narrative about themselves. Based on the perception that identities appear in the development of the image of the self and of the others (DE FINA, 2015) and considering that the word choice bears images revealing the way the narrator perceives itself (DAVIES; HARRÉ, 1990), this paper aims to analyse the way which university professor build their identities and place themselves discursively in a multimodal narrative. For this research, three professionals from the Polytechnic School and three from the Humanities participated. The results show that social media interferes in their writing and that one of the factors which distinguish one group from the other is the identification with the teaching profession by the Humanities professors.
publishDate 2021
dc.date.none.fl_str_mv 2021-04-27
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dc.type.driver.fl_str_mv info:eu-repo/semantics/article
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dc.identifier.uri.fl_str_mv http://www.entrepalavras.ufc.br/revista/index.php/Revista/article/view/2007
10.22168/2237-6321-12007
url http://www.entrepalavras.ufc.br/revista/index.php/Revista/article/view/2007
identifier_str_mv 10.22168/2237-6321-12007
dc.language.iso.fl_str_mv por
language por
dc.relation.none.fl_str_mv http://www.entrepalavras.ufc.br/revista/index.php/Revista/article/view/2007/786
dc.rights.driver.fl_str_mv Direitos autorais 2021 Entrepalavras
info:eu-repo/semantics/openAccess
rights_invalid_str_mv Direitos autorais 2021 Entrepalavras
eu_rights_str_mv openAccess
dc.format.none.fl_str_mv application/pdf
dc.publisher.none.fl_str_mv Universidade Federal do Ceará
publisher.none.fl_str_mv Universidade Federal do Ceará
dc.source.none.fl_str_mv Entrepalavras; v. 11, n. 1 (11)
Entrepalavras; v. 11, n. 1 (11)
Entrepalavras; v. 11, n. 1 (11)
Entrepalavras; v. 11, n. 1 (11)
Entrepalavras; v. 11, n. 1 (11)
2237-6321
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