Efeitos da intensificação do trabalho no ensino superior: da fragmentação à articulação entre investigação, ensino, gestão académica e transferência de conhecimento

Abstract

O ensino superior português, atualmente, é marcado por transformações, em consequência da adaptação da educação às mudanças políticas, económicas e sociais do país. Fatores externos, portanto, reconfiguram as preocupações, as estruturas e os objetivos da universidade. Os professores sofrem o impacto dessas mudanças, respondendo a novas exigências e reconstruindo a sua identidade. Este artigo discute a identidade académica e as dimensões do trabalho do professor universitário – ensino, investigação, gestão académica e prestação de serviços à comunidade/transferência de conhecimento – face ao cenário atual de transformações. Recorrendo a narrativas de tipo biográfico e a um grupo de discussão focalizada, o caráter empírico do estudo centra-se na voz de professores da área da Educação de uma universidade pública portuguesa. Os resultados destacam a identidade académica delineada pela intensificação do trabalho e o desejo da articulação entre as dimensões do trabalho docente, visando romper a fragmentação da profissão.PALAVRAS-CHAVEIdentidade académica; Transformações do ensino superior; Intensificação do trabalho docente; (Re)construção da identidade profissional ABSTRACTContemporary higher education is characterized by continuing alterations, as the educational system tends to follow economic, political and social changes in Portugal. In consequence, external factors reconfigure universities concerns, structures and goals. These changes have a considerable impact on academic work while higher education teachers have to respond to new tasks. Therefore, academic identity may be reconstructed. This study aims at understanding the academic identity related with the four areas of academic work – teaching, research, leadership activities and knowledge exchange – in the current changing higher education context. Focus group and biographical narratives were conducted as methodological strategies. The participants were academics of a Department of Education in a Portuguese public university. Results highlight work intensification as a defining feature of academic identity. Through data analysis, it is also possible to identify the desire of articulating the four areas of academic work in order to break up with the work fragmentation.KEYWORDSAcademic identity; Higher education changes; Academic work intensification; Professional identity (re)construction

(Un)professionalisation or (Re)professionalisation of the Academic in the Brave New World?

“…This university-society relationship seeks to foster a social use of scientific knowledge, in a close relationship with productivity and the market (Carlotto & Garcia, 2018;Santos, et al, 2016;Veliz-Calderon, et al, 2018), translated in its direct contribution to economic and social development as another direct mission of the University in fostering innovation and entrepreneurship, setting the third legitimating mission of the University (Costa, 2018;Sá, Dias, & Sá, 2018). This entails a close relationship between three stakeholders (university-industry and economic actors-government) (Cf.…”

“…However, higher education in Portugal -and in a large part of Europe -has undergone and is undergoing a number of profound transformations in the management and self-regulation of academic activity, with the Bologna process and the resulting convergence in a European Higher Education Area (EHEA) (Santos, Pereira, & Lopes, 2016;Galego, 2016;Sá, Machado-Taylor, & Carvalho, 2018). These shifts are also happening all over the world and translates into the need for internationalisation, harmonisation between countries, regions and even at the global level (Shaker, 2016).…”

“…These transformations and reconfigurations that have been taking place in the higher education arena have motivated and continue to motivate the need for higher education academics and institutions to adapt to new internal and external demands which may lead to opportunities and challenges for the academic profession (Dan & Fengqiao, 2015;Santos, et al, 2016). The assessment of the academic becomes critical in the main dimensions of his/her work -teaching, research, academic management and service to the community/knowledge transfer (Santos, et al, 2016;Véliz-Calderon, et al, 2018). According to Scanlon (2018),…”

“…Everything that previously mentioned in terms of internationalisation, competitiveness and definition and control by public policies of the intended University model (Carlotto & Garcia, 2018) causes -the erosion of the prestige of the university‖ and the academic profession (Santos, Pereira, & Lopes, 2016), or at least affects its identity as a profession (Seixas, 2013) in dimensions such as self-management of work and professional self-assessment, as maintained by Carlotto and Garcia (2018).…”

Feelings Associated With Teaching by Nursing Teachers

“…Tais sentimentos são, por vezes, ambivalentes, permeados por afetos de amor e ódio e, se geram transferência por parte do aluno, geram contratransferência por parte do professor. 7 No ensino superior essas relações são menos perceptíveis em comparação ao ensino fundamental, mas a figura do professor ocupa espaço no imaginário do aluno, sendo um processo inconsciente, marcadamente subjetivo, que repercute nas relações. 8 A afetividade possui importância expressiva nesse contexto e é capaz de contribuir para a qualidade das relações com o outro.…”