Gestão universitária: departamentos didáticos e contextos emergentes na educação superior pública

Abstract

In the last decades the emerging contexts in Higher Education have driven new demands and challenges to the university context. This work was set up in a research that aimed to understand the management in Higher Education of Didactic Departments of a public university, considering the demands and challenges of emerging contexts. The context of the research is a federal public HEI and as subjects we selected the heads of four departments of that university. We chose a qualitative narrative research of a sociocultural nature, since we seek to understand the processes in transformation, encompassing the meanings and meanings that permeate and constitute this university context. From the analysis of the narratives, the category of Learning and Management was consolidated, consisting of the categories Professional Trajectory and University Management. When analyzing the management of Departments from the narrative of teachers who act as managers in this place we identify that this management is based on the knowledge that these professionals mobilize and / or need to produce to meet the demands that emerge from the context. Thus, we show indicators that allow us to define the teaching knowledge of university management. Knowledge of management is the knowledge that the teacher manager builds on the teaching knowledge inherent to the profession and the teaching work. The identification of these knowledges brings the possibility of qualifying and potentialize the formative actions that aim to prepare the teachers that will act as managers, in such a way to emphasize aspects that need to be considered in what concerns the teaching work in Higher Education and that imply in the development professional teacher.