A relação do conceito de professor - pesquisador com o mercado de trabalho da carreira no magistério superior

• Ano de defesa: 2025
• Autor(a) principal: Costa, Danilo da
• Orientador(a): Araújo, Gilvan Charles Cerqueira de
• Tipo de documento: Tese
• Tipo de acesso: Acesso aberto
• Idioma: por
• Instituição de defesa: Universidade Católica de Brasília
• Programa de Pós-Graduação: Programa Stricto Sensu em Educação
• Departamento: Escola de Educação, Tecnologia e Comunicação
• País: Brasil
• Palavras-chave em Português: Formação docente; Professor - pesquisador; Carreira docente
• Palavras-chave em Inglês: Teacher education; Teacher - researcher; Teaching career
• Área do conhecimento CNPq: CNPQ::CIENCIAS HUMANAS::EDUCACAO
• Link de acesso: https://bdtd.ucb.br:8443/jspui/handle/tede/3803

This thesis is part of the research line Policy, Management, and Evaluation of Education of the Graduate Program in Education (PPGE/UCB) at the Catholic University of Brasília. The topic investigated is “The relationship between the concept of the teacher-researcher and the job market in the public career of higher education teaching.” The research problem was formulated as follows: “How does the relationship between the concept of the teacher-researcher and the job market in the public career of higher education teaching take place?” The general objective is to analyze how teacher education and professional practice contribute to shaping the teacher researcher profile and how this concept relates to the job market in the public career of higher education teaching, focusing on institutions of higher education (IHEs) in the Center-West region of Brazil. To this end, four specific objectives were defined: to historically contextualize teacher education in Brazil; to describe teaching practice in undergraduate higher education; to conceptualize the term “teacher-researcher” broadly, in epistemological terms, and in a restricted sense applied to the scope of this research; and to analyze public examination notices for higher education faculty positions, regarding required qualifications and the weight given to bibliographic production in the academic record evaluation, within a pre-established temporal and geographical framework. This is a qualitative research with an exploratory and descriptive character, employing bibliographic review and documentary analysis procedures. The theoretical foundation is based on authors such as Saviani (2011), Libâneo (2005), and Demo (2005), among others, as well as on the theoretical framework concerning the teacher researcher developed in the master’s dissertation that preceded this study. To achieve the proposed objectives, a multidimensional approach was adopted regarding teacher education and practice in Brazil, with emphasis on higher education. Initially, the historical development of teacher education in the country is contextualized, highlighting educational policies, curricular changes, and the challenges faced to meet the demands of a constantly changing society. Subsequently, teaching practice in higher education is described, emphasizing the specificities of pedagogical practice in undergraduate education, including teaching methodologies, assessment strategies, and the integration of teaching, research, and outreach. Next, the terminology “teacher-researcher” is conceptualized in three dimensions: a broad dimension, which considers the teacher as a generator of knowledge in their field of expertise; an epistemological dimension, which discusses the teacher as an investigator in the construction of knowledge; and a restricted dimension, directly linked to the scope of this research, relating academic production to pedagogical practice. Finally, public examination notices for the higher education teaching career are analyzed, examining the qualification requirements and the valuation of candidates’ bibliographic production in the academic record evaluation, within the established temporal and geographical framework. This study aims to contribute to a deeper understanding of the current configuration of the teaching career in Brazilian higher education, highlighting institutional expectations regarding professional qualifications and the intellectual production of faculty members.