Carreira docente na pós-graduação : um estudo sobre o impacto do envelhecimento na adaptabilidade de carreira e no desenvolvimento de respostas adaptativas em docentes na pós-graduação

• Ano de defesa: 2025
• Autor(a) principal: Freitas, Vanessa Carla de
• Orientador(a): Silva, Priscilla de Oliveira Martins da
• Banca de defesa: Melo, Mariana Ramos de , Menandro, Maria Cristina Smith , Vasconcelos, Kátia Cyrlene de Araujo , Luna, Iúri Novaes
• Tipo de documento: Tese
• Tipo de acesso: Acesso aberto
• Idioma: por
• Instituição de defesa: Universidade Federal do Espírito Santo; Doutorado em Administração
• Programa de Pós-Graduação: Programa de Pós-Graduação em Administração
• Departamento: Centro de Ciências Jurídicas e Econômicas
• País: BR
• Palavras-chave em Português: Teoria da Construção de Carreira; Adaptabilidade de Carreira; Respostas adaptativas; Professores de Pós-graduação; Envelhecimento; Career Construction Theory; Career Adaptability; Adaptive Responses; Graduate Faculty; Aging
• Área do conhecimento CNPq: Administração
• Link de acesso: http://repositorio.ufes.br/handle/10/20553

This thesis investigates the influence of aging on career adaptability and the development of adaptive responses in graduate faculty. The research is justified by the increasing longevity of the population and its impacts on the world of work, particularly in higher education, where a doctoral degree often leads to an extended career. This study sought to understand how faculty members navigate the demands of the profession as they age, considering the challenges and transformations inherent in this process. Savickas's Career Construction Theory (CCT) was used as a theoretical lens, allowing for the analysis of career as an individually and socially constructed process, through the meanings attributed to professional experiences. The process of career adaptation, addressed by CCT, involves individuals' resources and strategies to manage career-related changes, transitions, and contingencies. This process encompasses adaptivity (personality traits related to coping with change), career adaptability (the ability to adjust to evolving work conditions), adaptive responses (strategies for managing career tasks and transitions), and adaptation (achieving a balance between individual needs and career opportunities). The methodology adopted is qualitative, employing data collection techniques such as timeline interviews, semi-structured interviews, and self-confrontation. Twenty-four postgraduate faculty members from a public federal higher education institution participated. These faculty members belonged to different Campi and regions of the federative unit, and were aged 55 years or older. The data were analyzed through content analysis and narrative analysis. The results reveal that aging positively influences career adaptability and the development of adaptive responses. The experience accumulated throughout professional life enhances faculty members' capacity to navigate career challenges and transformations, fostering a balance between work and personal life demands. Thus, the research concluded that aging, when understood, respected, and regarded as a natural stage of life, strengthens and enhances the capacity for adaptation and adaptive responses. Conversely, when aging is associated with losses and unfavorable aspects, such a perception undermines the development of both career adaptability and adaptive responses. The study highlights the importance of reconceptualizing the faculty career in the context of aging, valuing the experience and knowledge accrued by older professionals. The research contributions span academic, methodological, and social domains, offering insights for human resource management in educational institutions and the formulation of policies that promote healthy and productive professional aging