ROLE TRANSITION FROM TEACHER TO TEACHER-MANAGER:: a study with coordinators of graduate courses at a Federal Institution of Higher Education

Frade, Cinthia Moura; Coelho, Ana Lúcia de Araújo Lima; Pessoa, Mariana Ferreira; Morais, Lucas Andrade de

ROLE TRANSITION FROM TEACHER TO TEACHER-MANAGER:: a study with coordinators of graduate courses at a Federal Institution of Higher Education

This article aimed to understand the process of transition from the role of professor to professor-manager of course coordinators who work in the postgraduate context. The research is characterized as qualitative, field and exploratory. Thematic oral history was used as a method, with 15 (fifteen) c...

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Detalhes bibliográficos
Autores:	Frade, Cinthia Moura, Coelho, Ana Lúcia de Araújo Lima, Pessoa, Mariana Ferreira, Morais, Lucas Andrade de
Formato:	artículo
Estado:	Versión publicada
Fecha de publicación:	2024
País:	Brasil
Recursos:	Centro Universitário Integrado
Repositorio:	Perspectivas Contemporâneas
Idioma:	portugués
OAI Identifier:	oai:ojs.revista.grupointegrado.br:article/3619
Acesso em linha:	http://periodicos.grupointegrado.br/revista/index.php/perspectivascontemporaneas/article/view/3619
Access Level:	acceso abierto
Palavra-chave:	Professor-gestor Coordenador de Curso Pós-graduação

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network_name_str	Brasil
repository_id_str
dc.title.none.fl_str_mv	ROLE TRANSITION FROM TEACHER TO TEACHER-MANAGER:: a study with coordinators of graduate courses at a Federal Institution of Higher Education Transição do papel de professor a professor-gestor: um estudo com coordenadores de cursos de pós-graduação de uma instituição federal de ensino superior: a study with coordinators of graduate courses at a Federal Institution of Higher Education
title	ROLE TRANSITION FROM TEACHER TO TEACHER-MANAGER:: a study with coordinators of graduate courses at a Federal Institution of Higher Education
spellingShingle	ROLE TRANSITION FROM TEACHER TO TEACHER-MANAGER:: a study with coordinators of graduate courses at a Federal Institution of Higher Education Frade, Cinthia Moura Professor-gestor Coordenador de Curso Pós-graduação
title_short	ROLE TRANSITION FROM TEACHER TO TEACHER-MANAGER:: a study with coordinators of graduate courses at a Federal Institution of Higher Education
title_full	ROLE TRANSITION FROM TEACHER TO TEACHER-MANAGER:: a study with coordinators of graduate courses at a Federal Institution of Higher Education
title_fullStr	ROLE TRANSITION FROM TEACHER TO TEACHER-MANAGER:: a study with coordinators of graduate courses at a Federal Institution of Higher Education
title_full_unstemmed	ROLE TRANSITION FROM TEACHER TO TEACHER-MANAGER:: a study with coordinators of graduate courses at a Federal Institution of Higher Education
title_sort	ROLE TRANSITION FROM TEACHER TO TEACHER-MANAGER:: a study with coordinators of graduate courses at a Federal Institution of Higher Education
dc.creator.none.fl_str_mv	Frade, Cinthia Moura Coelho, Ana Lúcia de Araújo Lima Pessoa, Mariana Ferreira Morais, Lucas Andrade de
author	Frade, Cinthia Moura
author_facet	Frade, Cinthia Moura Coelho, Ana Lúcia de Araújo Lima Pessoa, Mariana Ferreira Morais, Lucas Andrade de
author_role	author
author2	Coelho, Ana Lúcia de Araújo Lima Pessoa, Mariana Ferreira Morais, Lucas Andrade de
author2_role	author author author
dc.subject.por.fl_str_mv	Professor-gestor Coordenador de Curso Pós-graduação
topic	Professor-gestor Coordenador de Curso Pós-graduação
description	This article aimed to understand the process of transition from the role of professor to professor-manager of course coordinators who work in the postgraduate context. The research is characterized as qualitative, field and exploratory. Thematic oral history was used as a method, with 15 (fifteen) coordinators of graduate programs at a Federal University of Higher Education as research subjects. The data collection instrument used was a narrative interview script and, to carry out the analyses, the analytical developments proposed by Alves and Blikstein (2006) on narratology were taken into account. Most of the teacher-managers' narratives draw attention, as they demonstrate a lack of interest in management positions, thus revealing course coordination as an unwanted function, since, in most cases, the teachers assumed these functions due to the unavailability of other people and participated in a “rotation” system. In addition, the narratives showed a limitation in the formation of the subjects, since only one interviewee pointed out having a course in the management area and, still, the majority highlighted having assumed the function without having received managerial training, and, in some cases, previous experiences of these subjects, aspects that influenced the transition from the role of teacher to teacher-manager. Therefore, these findings allowed reflecting on the importance of investments by the institution that can better prepare and train professors for university management. Keywords: Teacher-manager. Course coordinator. Postgraduate studies.
publishDate	2024
dc.date.none.fl_str_mv	2024-02-23
dc.type.driver.fl_str_mv	info:eu-repo/semantics/article info:eu-repo/semantics/publishedVersion Artigo avaliado pelos pares
format	article
status_str	publishedVersion
dc.identifier.uri.fl_str_mv	http://periodicos.grupointegrado.br/revista/index.php/perspectivascontemporaneas/article/view/3619 10.54372/pc.2024.v19.3619
url	http://periodicos.grupointegrado.br/revista/index.php/perspectivascontemporaneas/article/view/3619
identifier_str_mv	10.54372/pc.2024.v19.3619
dc.language.iso.fl_str_mv	por
language	por
dc.relation.none.fl_str_mv	http://periodicos.grupointegrado.br/revista/index.php/perspectivascontemporaneas/article/view/3619/1334
dc.rights.driver.fl_str_mv	info:eu-repo/semantics/openAccess
eu_rights_str_mv	openAccess
dc.format.none.fl_str_mv	application/pdf
dc.publisher.none.fl_str_mv	INSTITUTO INTEGRADO DE CIÊNCIA E TECNOLOGIA - IN2 e CENTRO UNIVERSITÁRIO INTEGRADO
publisher.none.fl_str_mv	INSTITUTO INTEGRADO DE CIÊNCIA E TECNOLOGIA - IN2 e CENTRO UNIVERSITÁRIO INTEGRADO
dc.source.none.fl_str_mv	Perspectivas Contemporâneas - Contemporary Perspectives; Vol. 19 (2024): Publicação contínua jan./dez.; 1-19 Perspectivas Contemporâneas; v. 19 (2024): Publicação contínua jan./dez.; 1-19 1980-0193 reponame:Perspectivas Contemporâneas instname:Centro Universitário Integrado instacron:INTEGRADO
instname_str	Centro Universitário Integrado
instacron_str	INTEGRADO
institution	INTEGRADO
reponame_str	Perspectivas Contemporâneas
collection	Perspectivas Contemporâneas
repository.name.fl_str_mv	Perspectivas Contemporâneas - Centro Universitário Integrado
repository.mail.fl_str_mv	perspectivascontemporaneas@grupointegrado.br
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spelling	ROLE TRANSITION FROM TEACHER TO TEACHER-MANAGER:: a study with coordinators of graduate courses at a Federal Institution of Higher EducationTransição do papel de professor a professor-gestor: um estudo com coordenadores de cursos de pós-graduação de uma instituição federal de ensino superior: a study with coordinators of graduate courses at a Federal Institution of Higher EducationProfessor-gestorCoordenador de CursoPós-graduaçãoThis article aimed to understand the process of transition from the role of professor to professor-manager of course coordinators who work in the postgraduate context. The research is characterized as qualitative, field and exploratory. Thematic oral history was used as a method, with 15 (fifteen) coordinators of graduate programs at a Federal University of Higher Education as research subjects. The data collection instrument used was a narrative interview script and, to carry out the analyses, the analytical developments proposed by Alves and Blikstein (2006) on narratology were taken into account. Most of the teacher-managers' narratives draw attention, as they demonstrate a lack of interest in management positions, thus revealing course coordination as an unwanted function, since, in most cases, the teachers assumed these functions due to the unavailability of other people and participated in a “rotation” system. In addition, the narratives showed a limitation in the formation of the subjects, since only one interviewee pointed out having a course in the management area and, still, the majority highlighted having assumed the function without having received managerial training, and, in some cases, previous experiences of these subjects, aspects that influenced the transition from the role of teacher to teacher-manager. Therefore, these findings allowed reflecting on the importance of investments by the institution that can better prepare and train professors for university management. Keywords: Teacher-manager. Course coordinator. Postgraduate studies.O presente artigo teve como objetivo compreender o processo de transição do papel de professor a professor-gestor de coordenadores de cursos que atuam no contexto da pós-graduação. A pesquisa é caracterizada como qualitativa, de campo e de cunho exploratório. Foi utilizado como método a história oral temática, tendo como sujeitos de pesquisa 15 (quinze) coordenadores de programas de pós-graduação de uma Universidade Federal de Ensino Superior. O instrumento de coleta de dados utilizado foi um roteiro de entrevista narrativa e, para a realização das análises, levou-se em consideração os desdobramentos analíticos propostos por Alves e Blikstein (2006) sobre narratologia. A maioria das narrativas dos professores-gestores chamam a atenção, à medida que demonstraram a falta de interesse por cargos de gestão, revelando, assim, a coordenação de curso como uma função que não é desejada, uma vez que, na maioria dos casos, os professores assumiram essas funções por indisponibilidade de outras pessoas e participaram de um sistema de “rodízio”. Ademais, as narrativas evidenciaram uma limitação na formação dos sujeitos, pois apenas um entrevistado pontuou ter um curso na área de gestão e, ainda, a maioria destacou ter assumido a função sem ter recebido capacitação gerencial, sendo, em alguns casos, as experiências anteriores desses sujeitos, aspectos que influenciaram na transição do papel de professor a professor-gestor. Portanto, esses achados permitiram refletir sobre a importância de investimentos por parte da instituição que possam melhor preparar e capacitar os docentes para a gestão universitária.INSTITUTO INTEGRADO DE CIÊNCIA E TECNOLOGIA - IN2 e CENTRO UNIVERSITÁRIO INTEGRADO2024-02-23info:eu-repo/semantics/articleinfo:eu-repo/semantics/publishedVersionArtigo avaliado pelos paresapplication/pdfhttp://periodicos.grupointegrado.br/revista/index.php/perspectivascontemporaneas/article/view/361910.54372/pc.2024.v19.3619Perspectivas Contemporâneas - Contemporary Perspectives; Vol. 19 (2024): Publicação contínua jan./dez.; 1-19Perspectivas Contemporâneas; v. 19 (2024): Publicação contínua jan./dez.; 1-191980-0193reponame:Perspectivas Contemporâneasinstname:Centro Universitário Integradoinstacron:INTEGRADOporhttp://periodicos.grupointegrado.br/revista/index.php/perspectivascontemporaneas/article/view/3619/1334Copyright (c) 2024 Cinthia Moura Frade, Ana Lúcia de Araújo Lima Coelho, Mariana Ferreira Pessoa, Lucas Andrade de Moraisinfo:eu-repo/semantics/openAccessFrade, Cinthia MouraCoelho, Ana Lúcia de Araújo LimaPessoa, Mariana Ferreira Morais, Lucas Andrade de 2024-01-30T18:07:18Zoai:ojs.revista.grupointegrado.br:article/3619Revistahttp://periodicos.grupointegrado.br/revista/index.php/perspectivascontemporaneasPRIhttp://periodicos.grupointegrado.br/revista/index.php/perspectivascontemporaneas/oaiperspectivascontemporaneas@grupointegrado.br1980-01931980-0193opendoar:2024-01-30T18:07:18Perspectivas Contemporâneas - Centro Universitário Integradofalse
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ROLE TRANSITION FROM TEACHER TO TEACHER-MANAGER:: a study with coordinators of graduate courses at a Federal Institution of Higher Education

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