22 SES 05.5 PS, General Poster Session
General Poster Session
This paper discusses the results of a research on the terms of an educational sciences post-graduation program from the Faculty of Psychology and Educational Sciences of University of Porto, entitled “Academic identity and its dimensions: from narratives to academic teacher’s trajectories”.
One of this study’s goals is to identify professors’ strategies and therefore articulate the intensification of demands from the academic work with its excellence activities, seeking the understanding of how they’re able to overcome the constraints inflicted by a bigger system for the construction of their professional identity. This work takes place in the middle of a moment in which an impact is realized on the (re)construction of professors’ academic identity, by defying the aspects of the imposed neo-liberal policies (Harris, 2005). With these policies, not only the academic identity changes, as well as the relations of freedom, autonomy and purpose of this profession. The professors, therefore, are required to acquire new skills and abilities in order to build their teaching.
Understanding the university as a space for debate, construction and sharing of knowledge (Derrida, 2001; Readings, 2003;Magalhães, 2004), the study is guided by the voice of professors to comprehend four dimensions of professors' work in higher education (teaching, research, community interaction and academic management) and their articulations in the construction of academic identity. Considering that the identity does not translate itself into isolated aspects, but it is designed from the articulation between different dimensions of the professor, as their original graduation and their previous experiences, for instance, we understand that identity is constructed by multiple identities and the interactions between them (Lopes, 2001). We also understand that it is constituted by merging past, present and future when it comes to experience, current activity and expectations regarding professional occupation. Therefore, we tried to study this academic identity by listening to the voice of the protagonists of the research when they reflect upon their experiences and careers.
The biographical narratives, its outlines and implications also steadies as a fundamental concept, once we acknowledge the teaching profession as a job that involves, above all, human interaction and relationships that imply wills and desires, not being composed of inert subject (Tardif and Lessard, 2005). Thus, the trajectories of professors, once told and resignified present themselves as a possibility to comprehend from a biographical speech a social meaning displayed by subjective trajectories (Dubar, 1998), which allows the construction of knowledge about teaching identity.
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