TENSÕES IDENTITÁRIAS DO SER-FAZER DOCENTE NA PÓS-GRADUAÇÃO
insights analíticos em narrativas problematizadas a partir de vinhetas
Resumo
O objetivo central do presente artigo foi analisar fatores mobilizadores de tensões identitárias profissionais do ser-fazer docente vinculado à pós-graduação stricto-sensu. Orientou-se por métodos de abordagem qualitativa para a coleta de dados narrativos, por meio de uma vinheta aplicada a doze professores de programas de pós-graduação stricto-sensu de nove estados brasileiros. Em seguida, foi utilizada a análise de conteúdo. A discussão sinaliza uma crise de identidade no ensino superior e reúne insights que ajudam a entender como a precarização da profissão é um elemento de redução e mudança dos sentidos que são atribuídos ao trabalho.Referências
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