Autoetnografia de uma trajetória acadêmicoprofissional no sistema de ensino superior brasileiro: da formação universitária voltada ao estudo à prática docente em IES não-universitárias privadas

Abstract

Brazil´s Higher Education system was designed as a set of legal norms and educational concepts which stare at the inseparability between teaching and research. Despite the historical opposition concerning other projects and perspectives on Higher Education towards this model, this very principle of inseparability has come to significantly impact the formulation of a National Higher Education system. One of its effects relates to the entangled association between what is conceived as the academic training and the teacher training. Out of the process of diversification in Higher Education during the last decades, the emergence and expansion of a set of institutions has been guided by different educational objectives. This is the case of both Private funded Colleges and Academic Centers, which mainly offer upper tertiary professional training to their students. The professors/instructors of these non-university Higher Education privately run institutions usually come from a traditional academic education held by Graduate Schools, part of them with a consistent training in the scope of autonomous research and scientific investigation. The objective of this dissertation was to inquiry about the academic-professional background as experienced by these professors/instructors,in order to understand the contradictions, ambiguities and conflicts held along the transition from the perspective of a researcher under training for the shift at a teaching role in one non-university Higher Education privately run institution concerned with tertiary professional training. An autoetnographic method was adopted for this purpose, using the researcher's own life history as data source for the investigation. The result of the research demonstrates that the skills, practices and modes of intellectual reflection acquired by the researcher during his training in the Graduate Program, especially through his participation in a research group, were obliterated or deformed when transposed to the demanded teaching performance at these non-university Higher Education privately run institution. The institutional culture of these Colleges and Academic Centers, based on consumption and entertainment, as well as the organizational mechanisms of control adopted by it, such as institutional self-assessment and employee time tracking systems, do have impacted over subjective and operational fragmentation on the scientific socialization, once focused on the study while lived by the researcher during his previous academic experience. It has been also questioned whether woult it be either relevant or possible to think of these academic and professional previous trajectories as constitutional elements to a formative experience, since the current fragmentation of National Higher Education does not, at times, allow integrating different types of building that still cohabit the Brazilian Higher Education system.