Histórias de ser e fazer-se educador: desvelando a identidade do professor universitário e suas possibilidades emancipatórias

Abstract

This study has as an objective analyze the process of the construction of the university professor identity and the sense that them attribute to their career so that we can comprehend who are the professors that are working in the IFES (Federal Universities in Brasil), what they think about the activities developed by them as professors, what they reei in relation to the profession an if the ways they are doing their work can be considerated as possibilities of emancipation. The worry in study this situation has the origin in the work life of the author of this dissertation as a professor in the intersubjective space of the CCE/UFPI, and is justified because of the lack and the importance of the studies which attend to comprehend who is the professor that is in this movement in current social-historical and political-institutional context. We sought reflect about this question based in the comprehension that the man becomes a human being in a continuous, dynamic and interactive process, with its reality that because of the fact of being social, historical and cultural is complex, dynamic and contradictory. Facing this perspective, we developed a teorical analysis of this matter and an empirical research. In the teorical analysis we have a teorical tine of the presuppositions of the social-historical psychology of Vygotsky, Leontiev e Luria, in the ideas of Habermas, Berger and Luckmann, and in the theses of Ciampa, which defines ídentity as a metamorphosis process that tends to human emancipation. In the empirical research we have defined the methodological procedures articulated whith the teorical analysis to investigate our matter in two parts. In the first, we have applied a questionnaire in arder to delineated the professors profile and explain how they comprehend and reei their career. In the second moment, we have applied the technique of historical life with one of the professors of this group who has shoedan emancipatory tendency for us to comprehend! the movement which describes and explains the process of become University Professor. The results revealed that this group of professors has constructed and are living the career in social-historical and political-institutional contexts marked by changes and paradoxes that, in fact, are limiting the being and doing of university professor, because are and obstacle to the develop of the professor activities in alI ways, and are creating negative feelings that are bringing them into a deep dissatisfaction. However, this same context is giving them opportunities of constructing ways that can be transformed in possibilities of doing their work as they reei, as individual and professional