Os professores do ensino superior: entre a performatividade da lei e as narrativas autobiográficas
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Data
2010
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Edições Universitárias Lusófonas
Resumo
O presente texto é parte de um projecto de investigação
conduzido pelo grupo ESBRINA da Universidade de Barcelona1 e tem por objetivo compreender as
implicações da reestruturação económica, social,
cultural, tecnológica e laboral da universidade
espanhola na vida e na identidade profissional dos
docentes e investigadores. As autoras analisam
os efeitos performativos da lei na configuração
da actividade docente através de um estudo que
pretende estabelecer a relação entre a legislação
universitária espanhola dos últimos 40 anos e as
experiências de vários professores universitários
de diferentes gerações. A metodologia qualitativa
utilizada baseia-se na análise da legislação, incidindo sobre a definição de sujeito que dela emerge, e,
ao mesmo tempo, procurando estabelecer uma
relação com os discursos autobiográficos dos
participantes no estudo. O objectivo é salientar
as transformações que se operaram na vida universitária a partir das alterações legislativas
e, ao mesmo tempo, saber que estratégias foram
utilizadas pelos docentes perante essas mudanças.
A interacção entre a análise performativa da legislação
universitária e os relatos autobiográficos
da experiência vivida permite aferir as adaptações
e resistências, encontros e desencontros, entre o sujeito normativo e o sujeito biográfico.
The present text is part of a research project carried out by the research group ESBRINA of the University of Barcelona.2 Its aim is to understand the implications derived from economic, social, cultural, technological and labour re-structuring of the Spanish university in the life and professional identity of teachers and researchers. The authors analyze the performative effects of the law on the shaping of the teaching subject via the study of the relationships between the Spanish university laws of the last 40 years and the experiences of several university teachers from different generations. The qualitative methodology used is based on analysis of the legislative discourse— centred on the defi nition of “subject” that emerges from it—and on establishing its relationship with the autobiographical stories created by the participants in the study, in which its reception of change in academic life ¾determined in part by legislation¾ and their strategies in relating to these are put into relief. The interrelation between the performative analysis of university legislation and the autobiographical story of life experience allows visualizing the adaptations and resistances, the encounters and lack of encounters, between the normative subject and the biographical subject.
The present text is part of a research project carried out by the research group ESBRINA of the University of Barcelona.2 Its aim is to understand the implications derived from economic, social, cultural, technological and labour re-structuring of the Spanish university in the life and professional identity of teachers and researchers. The authors analyze the performative effects of the law on the shaping of the teaching subject via the study of the relationships between the Spanish university laws of the last 40 years and the experiences of several university teachers from different generations. The qualitative methodology used is based on analysis of the legislative discourse— centred on the defi nition of “subject” that emerges from it—and on establishing its relationship with the autobiographical stories created by the participants in the study, in which its reception of change in academic life ¾determined in part by legislation¾ and their strategies in relating to these are put into relief. The interrelation between the performative analysis of university legislation and the autobiographical story of life experience allows visualizing the adaptations and resistances, the encounters and lack of encounters, between the normative subject and the biographical subject.
Descrição
Revista Lusófona de Educação
Palavras-chave
EDUCAÇÃO, ENSINO SUPERIOR, AUTOBIOGRAFIAS, EDUCATION, HIGHER EDUCATION, AUTOBIOGRAPHIES, NARRATIVAS BIOGRÁFICAS, BIOGRAPHICAL NARRATIVES, PROFESSORES, TEACHERS, LEGISLAÇÃO, LEGISLATION, ESPANHA, SPAIN