Professor voluntário: o ciclo da longedocência no ensino superior

Abstract

This thesis stems from the studies developed in the Research Group Professor Training and Educational Practices: Basic and Higher Education (GPFOPE) and is part of the research line (LP1): "Training, Knowledge and Professional Development" of the EducationPost-Graduate Program in of the Federal University of Santa Maria. The objective of this study was to understand the processes of mobilization that volunteer professors produce to (re)invest in the teaching career after retirement. The theoretical-methodological course of this investigation was directed by the foundations of a qualitative research and it was developed from the narrative approach of sociocultural character. The research was outlined in two steps. The first stage was exploratory, in which documents were used as an investigative method, and their results enabled the knowledge of aspects of volunteer work realityat UFSM. The second moment aimed accomplish the narrative interview of sociocultural nature. Twelve retired professors who joined UFSM volunteer service collaborated with this research. The studies of Bolzan (2001, 2002, 2006, 2009, 2016), Bakhtin (2009, 2010, 2011), Vygotski (2003, 2008), Freitas and Ramos (2010), Freitas (2002, 2007), Connelly and Clandinin 1995), Jovchelovitch and Bauer (2002), Wertsch (1993), Ludke and Andre, Gatti, Gonzalez Rey (2002), Gatti (2002) were theoretical subsidies that grounded the research design. Charlot (2013), France (2010, 2014), Freire (1986, 2001), Huberman (1995), Cunha (2010, 2011, 2015), Isaia (2001, 2003a, 2003b, 2004, 2006, 2007, 2008, 2009, 2010, 2011, 2012), Isaia and Bolzan (2004, 2006, 2007, 2002, 2009, 2011), Maciel (2009). Maciel, Isaia and Bolzan (2012), Marcelo Garcia (1999, 2009,2010), Mosquera (1987,2004), Pimenta and Anastasiou (2010), Stano (2001), Seildl and Conceição (1990), ZabalzaVeiga (2007,2010) are among the authors who corroborated in the theoretical-analytical discussion of this investigation. From the understanding and interpretation of what we have shown as research findings, three categories of dimensions have emerged, each with interpretative axes, which intertwine, represent the mobilizing processes, configuring the fabric of "long-professing". They are: trajectories in the professing trajectory that influenced the choice in (re)investing (the trajectory of the professor intertwined with that of UFSM, the pioneer in the trajectory, striking facts); the "condition of more freedom" generated by retirement (freedom to remain working in the UFSM, not feeling retired, flexibility: free to establish a new relationship with work, centrality of work, support reinforces permanence); "place" to which I belong (UFSM as "Place": links, personal references and affective bonds, do not break with "place" / continue contributing, continue contributing in the EAD, undergraduate, graduate, with research, continue with old projects The research carried out allowed us to point out that many professors extended the professing trajectory, characterizing a process that we call "long-professing." We observe that what mobilizes the professor to extend his professional cycle is an interlacing of events. which stand out as dimensions and elements / interpretative axes, compose the reasons that motivate them to continue working, after retirement at the same institution where their career and trajectory were unfolded. , we show that it is mobilized by elements that are internal, which is related to its own subjectivity To extend the professional life cycle it is necessary to assign meaning to what is done, to have interest, to choose, to wish, to have reasons to continue in activity. Thus, as the external elements, such as the opportunity to join the voluntary service, being invited to continue, being accepted by their peers, being in a working space with conditions, infrastructure, are objective factors that have the potential to influence. The identification of the mobilizing processes allowed us to understand that there is a typology of the professional life cycle, after retirement, the cycle of long-education. We consider that it is important that a policy be instituted in the university that has as protagonists the longedocentes.