Esta tese objetivou compreender os processos de estruturação e institucionalização das propostas de desenvolvimento profissional dos docentes universitários nas instituições federais de educação superior do Rio Grande do Sul (RS), no quadro de democratização do acesso ao ensino. O conceito de globalização desenvolvido por Santos (2001; 2004) e suas implicações na universidade do século XXI auxiliaram na compreensão do cenário atual da educação superior no Brasil, que impõe novas dimensões para o desenvolvimento profissional do docente universitário. Dentre estas dimensões, podemos citar as diferentes estratégias políticas de expansão das universidades federais e a ampliação da igualdade de acesso a este nível de ensino, que implicam em novas áreas de conhecimento e diversificações de cursos e estudantes com situação social e trajetórias escolares diferenciadas. Para além da distinção entre formação inicial e continuada, o conceito de desenvolvimento profissional compreende a formação do docente universitário como um processo contínuo, ao longo de sua carreira, que não se encerra com a conclusão de uma etapa de titulação acadêmica (MARCELO, 1999). A pesquisa considerou as propostas institucionais de desenvolvimento do docente universitário ao analisá-las sob diversos aspectos sugeridos no conjunto da literatura revisada ou no próprio campo de investigação, sendo a partir desta revisão definidos como focos principais de análises: os espaços que essas propostas ocupam na estrutura organizacional das instituições e a relação com outros setores das universidades (CUNHA, 2010); (VIÑAO FRAGO, 1998); (BERNSTEIN, 1998); (PÉREZ GÓMEZ, 2001); a concepção de formação (MARCELO, 1999; 2011); os agentes coordenadores e como se preparam e estudam para desenvolver as ações destes programas (NEPOMNESCHI, 2000); (LUCARELLI, 2000; 2008; 2012); (FINKELSTEIN, 2012); as principais estratégias que desenvolvem com os docentes (MAYOR RUIZ, 2007); e, por fim, os processos de avaliação das ações do programa e sua relação com a avaliação institucional (DIAS SOBRINHO, 2008). O estudo se desenvolveu através de uma abordagem qualitativa com casos múltiplos (YIN, 2010). Foram procuradas à colaboração cinco universidades federais com forte atuação no estado do Rio Grande do Sul. Os resultados evidenciaram que o processo de expansão e democratização da educação superior gerou pressões que levaram as universidades a repensar a formação dos docentes e seus propósitos e depositaram nas propostas expectativas em relação a um processo de ensino e aprendizagem mais condizente com o perfil dos novos estudantes. Contudo, ao término deste estudo, pode-se afirmar que a incipiente instituição de tais iniciativas está fortemente atrelada ao investimento tanto por parte das instituições, quanto por parte de políticas públicas que se preocupem com o acompanhamento dessas propostas. Novas agendas e propostas, a partir das similaridades e contrastes dos resultados, podem constituir-se em ferramentas para se alcançar a verdadeira institucionalização. / This thesis aimed to understand the structuring and institutionalization processes of professional development proposals of university teacher in federal institutions of higher education in Rio Grande do Sul (RS), according to the democratization framework of access to education. The concept of globalization developed by Santos (2001; 2004) and its implications in the twenty-first century university helped understand the current situation of higher education in Brazil, which impose new dimensions for the university teacher’s professional development. Among these dimensions, we can mention the different political strategies for federal universities expansion and the increase of equal access to this level of education, which imply new areas of knowledge as well as courses and students diversification with differentiated social situation and learning paths. In addition to the distinction between initial and continuing education, the professional development concept comprises the university teacher training as a continuous process throughout their career, which does not end with the completion of the academic degree (MARCELO, 1999). The research considered the institutional proposals for the university teacher development when analyzing them in many ways suggested throughout the reviewed literature or on the field of research, and from this literature review the main focuses of analysis defined were: the spaces that these proposals have in the organizational structure of institutions and the relationship with other universities sectors(CUNHA, 2010); (VIÑAO FRAGO, 1998); (BERNSTEIN, 1998); (PÉREZ GÓMEZ 2001); the concept of training (MARCELO, 1999; 2011); the coordinator agents and how they prepare and study to develop the actions of these programs (NEPOMNESCHI, 2000); (LUCARELLI 2000; 2012); (FINKELSTEIN, 2012); the main strategies that they develop with professors (MAYOR RUIZ, 2007); and finally, the program's actions evaluation processes and their relation to the institutional assessment (DIAS SOBRINHO, 2005). The study was conducted through a qualitative approach with multiple cases (YIN, 2010). Five federal universities with a strong presence in the state of Rio Grande do Sul were asked for cooperation. The results showed that the expansion and democratization of higher education process has generated pressures that led universities to rethink the teacher training and their purposes and also they deposited in the proposals expectations of a teaching and learning process that is in accordance to the new students’ profile. However, at the end of this study, it can be stated that the incipient institution of such initiatives is strongly linked to both institutions and public policies investment which concerns about such proposals. New agendas and proposals from similarities and contrast of the results can became tools in order to achieve the true institutionalization.

Esta tese objetivou compreender os processos de estruturação e institucionalização das propostas de desenvolvimento profissional dos docentes universitários nas instituições federais de educação superior do Rio Grande do Sul (RS), no quadro de democratização do acesso ao ensino. O conceito de globalização desenvolvido por Santos (2001; 2004) e suas implicações na universidade do século XXI auxiliaram na compreensão do cenário atual da educação superior no Brasil, que impõe novas dimensões para o desenvolvimento profissional do docente universitário. Dentre estas dimensões, podemos citar as diferentes estratégias políticas de expansão das universidades federais e a ampliação da igualdade de acesso a este nível de ensino, que implicam em novas áreas de conhecimento e diversificações de cursos e estudantes com situação social e trajetórias escolares diferenciadas. Para além da distinção entre formação inicial e continuada, o conceito de desenvolvimento profissional compreende a formação do docente universitário como um processo contínuo, ao longo de sua carreira, que não se encerra com a conclusão de uma etapa de titulação acadêmica (MARCELO, 1999). A pesquisa considerou as propostas institucionais de desenvolvimento do docente universitário ao analisá-las sob diversos aspectos sugeridos no conjunto da literatura revisada ou no próprio campo de investigação, sendo a partir desta revisão definidos como focos principais de análises: os espaços que essas propostas ocupam na estrutura organizacional das instituições e a relação com outros setores das universidades (CUNHA, 2010); (VIÑAO FRAGO, 1998); (BERNSTEIN, 1998); (PÉREZ GÓMEZ, 2001); a concepção de formação (MARCELO, 1999; 2011); os agentes coordenadores e como se preparam e estudam para desenvolver as ações destes programas (NEPOMNESCHI, 2000); (LUCARELLI, 2000; 2008; 2012); (FINKELSTEIN, 2012); as principais estratégias que desenvolvem com os docentes (MAYOR RUIZ, 2007); e, por fim, os processos de avaliação das ações do programa e sua relação com a avaliação institucional (DIAS SOBRINHO, 2008). O estudo se desenvolveu através de uma abordagem qualitativa com casos múltiplos (YIN, 2010). Foram procuradas à colaboração cinco universidades federais com forte atuação no estado do Rio Grande do Sul. Os resultados evidenciaram que o processo de expansão e democratização da educação superior gerou pressões que levaram as universidades a repensar a formação dos docentes e seus propósitos e depositaram nas propostas expectativas em relação a um processo de ensino e aprendizagem mais condizente com o perfil dos novos estudantes. Contudo, ao término deste estudo, pode-se afirmar que a incipiente instituição de tais iniciativas está fortemente atrelada ao investimento tanto por parte das instituições, quanto por parte de políticas públicas que se preocupem com o acompanhamento dessas propostas. Novas agendas e propostas, a partir das similaridades e contrastes dos resultados, podem constituir-se em ferramentas para se alcançar a verdadeira institucionalização. / This thesis aimed to understand the structuring and institutionalization processes of professional development proposals of university teacher in federal institutions of higher education in Rio Grande do Sul (RS), according to the democratization framework of access to education. The concept of globalization developed by Santos (2001; 2004) and its implications in the twenty-first century university helped understand the current situation of higher education in Brazil, which impose new dimensions for the university teacher’s professional development. Among these dimensions, we can mention the different political strategies for federal universities expansion and the increase of equal access to this level of education, which imply new areas of knowledge as well as courses and students diversification with differentiated social situation and learning paths. In addition to the distinction between initial and continuing education, the professional development concept comprises the university teacher training as a continuous process throughout their career, which does not end with the completion of the academic degree (MARCELO, 1999). The research considered the institutional proposals for the university teacher development when analyzing them in many ways suggested throughout the reviewed literature or on the field of research, and from this literature review the main focuses of analysis defined were: the spaces that these proposals have in the organizational structure of institutions and the relationship with other universities sectors(CUNHA, 2010); (VIÑAO FRAGO, 1998); (BERNSTEIN, 1998); (PÉREZ GÓMEZ 2001); the concept of training (MARCELO, 1999; 2011); the coordinator agents and how they prepare and study to develop the actions of these programs (NEPOMNESCHI, 2000); (LUCARELLI 2000; 2012); (FINKELSTEIN, 2012); the main strategies that they develop with professors (MAYOR RUIZ, 2007); and finally, the program's actions evaluation processes and their relation to the institutional assessment (DIAS SOBRINHO, 2005). The study was conducted through a qualitative approach with multiple cases (YIN, 2010). Five federal universities with a strong presence in the state of Rio Grande do Sul were asked for cooperation. The results showed that the expansion and democratization of higher education process has generated pressures that led universities to rethink the teacher training and their purposes and also they deposited in the proposals expectations of a teaching and learning process that is in accordance to the new students’ profile. However, at the end of this study, it can be stated that the incipient institution of such initiatives is strongly linked to both institutions and public policies investment which concerns about such proposals. New agendas and proposals from similarities and contrast of the results can became tools in order to achieve the true institutionalization.

Esta tese objetivou compreender os processos de estruturação e institucionalização das propostas de desenvolvimento profissional dos docentes universitários nas instituições federais de educação superior do Rio Grande do Sul (RS), no quadro de democratização do acesso ao ensino. O conceito de globalização desenvolvido por Santos (2001; 2004) e suas implicações na universidade do século XXI auxiliaram na compreensão do cenário atual da educação superior no Brasil, que impõe novas dimensões para o desenvolvimento profissional do docente universitário. Dentre estas dimensões, podemos citar as diferentes estratégias políticas de expansão das universidades federais e a ampliação da igualdade de acesso a este nível de ensino, que implicam em novas áreas de conhecimento e diversificações de cursos e estudantes com situação social e trajetórias escolares diferenciadas. Para além da distinção entre formação inicial e continuada, o conceito de desenvolvimento profissional compreende a formação do docente universitário como um processo contínuo, ao longo de sua carreira, que não se encerra com a conclusão de uma etapa de titulação acadêmica (MARCELO, 1999). A pesquisa considerou as propostas institucionais de desenvolvimento do docente universitário ao analisá-las sob diversos aspectos sugeridos no conjunto da literatura revisada ou no próprio campo de investigação, sendo a partir desta revisão definidos como focos principais de análises: os espaços que essas propostas ocupam na estrutura organizacional das instituições e a relação com outros setores das universidades (CUNHA, 2010); (VIÑAO FRAGO, 1998); (BERNSTEIN, 1998); (PÉREZ GÓMEZ, 2001); a concepção de formação (MARCELO, 1999; 2011); os agentes coordenadores e como se preparam e estudam para desenvolver as ações destes programas (NEPOMNESCHI, 2000); (LUCARELLI, 2000; 2008; 2012); (FINKELSTEIN, 2012); as principais estratégias que desenvolvem com os docentes (MAYOR RUIZ, 2007); e, por fim, os processos de avaliação das ações do programa e sua relação com a avaliação institucional (DIAS SOBRINHO, 2008). O estudo se desenvolveu através de uma abordagem qualitativa com casos múltiplos (YIN, 2010). Foram procuradas à colaboração cinco universidades federais com forte atuação no estado do Rio Grande do Sul. Os resultados evidenciaram que o processo de expansão e democratização da educação superior gerou pressões que levaram as universidades a repensar a formação dos docentes e seus propósitos e depositaram nas propostas expectativas em relação a um processo de ensino e aprendizagem mais condizente com o perfil dos novos estudantes. Contudo, ao término deste estudo, pode-se afirmar que a incipiente instituição de tais iniciativas está fortemente atrelada ao investimento tanto por parte das instituições, quanto por parte de políticas públicas que se preocupem com o acompanhamento dessas propostas. Novas agendas e propostas, a partir das similaridades e contrastes dos resultados, podem constituir-se em ferramentas para se alcançar a verdadeira institucionalização. / This thesis aimed to understand the structuring and institutionalization processes of professional development proposals of university teacher in federal institutions of higher education in Rio Grande do Sul (RS), according to the democratization framework of access to education. The concept of globalization developed by Santos (2001; 2004) and its implications in the twenty-first century university helped understand the current situation of higher education in Brazil, which impose new dimensions for the university teacher’s professional development. Among these dimensions, we can mention the different political strategies for federal universities expansion and the increase of equal access to this level of education, which imply new areas of knowledge as well as courses and students diversification with differentiated social situation and learning paths. In addition to the distinction between initial and continuing education, the professional development concept comprises the university teacher training as a continuous process throughout their career, which does not end with the completion of the academic degree (MARCELO, 1999). The research considered the institutional proposals for the university teacher development when analyzing them in many ways suggested throughout the reviewed literature or on the field of research, and from this literature review the main focuses of analysis defined were: the spaces that these proposals have in the organizational structure of institutions and the relationship with other universities sectors(CUNHA, 2010); (VIÑAO FRAGO, 1998); (BERNSTEIN, 1998); (PÉREZ GÓMEZ 2001); the concept of training (MARCELO, 1999; 2011); the coordinator agents and how they prepare and study to develop the actions of these programs (NEPOMNESCHI, 2000); (LUCARELLI 2000; 2012); (FINKELSTEIN, 2012); the main strategies that they develop with professors (MAYOR RUIZ, 2007); and finally, the program's actions evaluation processes and their relation to the institutional assessment (DIAS SOBRINHO, 2005). The study was conducted through a qualitative approach with multiple cases (YIN, 2010). Five federal universities with a strong presence in the state of Rio Grande do Sul were asked for cooperation. The results showed that the expansion and democratization of higher education process has generated pressures that led universities to rethink the teacher training and their purposes and also they deposited in the proposals expectations of a teaching and learning process that is in accordance to the new students’ profile. However, at the end of this study, it can be stated that the incipient institution of such initiatives is strongly linked to both institutions and public policies investment which concerns about such proposals. New agendas and proposals from similarities and contrast of the results can became tools in order to achieve the true institutionalization.

Procura-se aqui abordar a reforma do ensino superior atualmente em curso no Brasil e os desafios para o docente universitário no campo científico da Odontologia. Em torno dessa questão, há um debate no qual suas distintas perspectivas estão articuladas a estratégias diferenciadas para a redefinição do papel do Estado. É preciso analisar em profundidade essa articulação para apontar as implicações de cada proposta, além daquelas ressaltadas pelos defensores de cada uma. Associadas a elas, há não só caminhos que estão sendo construídos e soluções que estão sendo propostas, que contêm tensões e dilemas, mas também experiências que continuam a dar sentido a políticas públicas e lutas sociais. O processo em que tais expressões se concretizam é parte integrante do contexto histórico da globalização (do capitalismo) e da globalização contra-hegemônica (das lutas sociais emancipatórias). Conclui-se que a reconfiguração da educação superior como um bem público exige a abertura das instituições universitárias às distintas frações da sociedade, a articulação da política educacional com as necessidades de toda a população. Nessa abertura, no entanto, há que se preservar a universidade enquanto espaço de crítica, sistematização e integração da ciência e da cultura. Cabe resguardar nas universidades públicas a iniciativa e a responsabilidade institucionais a respeito do ensino, dos programas de pesquisa, bem como dos projetos de extensão, garantindo-a como instituição autônoma e crítica. / It is tried here to approach the university reform now current in Brazil and the challenges for university professors in the scientific field of Dentistry. There is a discussion on that subject, in which their different perspectives are articulated to differentiated strategies in order to redefine of the role of the government. It is necessary to analyze in depth such articulation in order to point out the implications of each proposal, besides those stood out by the defenders of each one. In association to them, there are not only ways being paved and solutions being proposed, which contain tensions and dilemmas, but also experiences that continue to give sense to public policies and social fights. The process in which such expressions are made concrete belongs to the historical context of the globalization (capitalism) and of the against-hegemonic globalization (emancipatory social fight). In conclusion, the reconfiguration of higher education as a public property demands the opening of higher education institutions to the different fractions of the society, the articulation of the education policy with/to (?) the needs of the whole population. In such opening, however, one should preserve the university as a space for critique, systemization and integration of science and culture. Its proper to protect, in public universities, the initiative and institutional responsibility regarding teaching, research programs, as well as of the extension projects, guaranteeing its as autonomous and critical institutions.

Teleworking is a fastly developing field, but the teacher profession has not been among thosein the forefront. Due to the Coronavirus pandemic several professions, including universityteachers, have been forced into telework in order to decrease infection rates of Covid-19. Thisstudy analyzes how forced telework affects the experience of a changed work situation. Theaim is to examine how, due to the pandemic, forced telework have affected universityteachers’ experience of their work situation and work/family balance. Six qualitativeinterviews are analyzed through themes of room for action, work load, workplace support andwork/family balance by using the Command -control(-support)model and Work/FamilyBorder Theory. Level of responsibility, authority and previous technical abilities and digitalexperience are shown to be important aspects in relation to dealing with the changed workingenvironment. The balance between work and family/private life is experienced differently butyoung children and availability are two aspects which makes boundary-making harder nowcompared to before the switch to teleworking. / Distansarbete blir allt mer förekommande men läraryrket har inte varit en av de framståendeyrkesgrupperna i utvecklingen. På grund av den rådande pandemin har flera yrkesgrupper,däribland universitetslärare, tvingats till distansarbete för att bidra till minskning avsmittspridningen av Covid-19. Detta självständiga arbete undersöker hur påtvingatdistansarbete påverkar upplevelsen av en förändrad arbetssituation. Syftet med föreliggandestudie är att undersöka hur påtvingat distansarbete, i samband med pandemin, har påverkatuniversitetslärares upplevelse av dels sin arbetssituation och dels balansen mellan arbetslivoch privatliv. Sex kvalitativa intervjuer analyseras utifrån handlingsutrymme,arbetsbelastning, stöttning på arbetsplatsen samt balans mellan arbetsliv och privatliv medstöd i Krav-kontroll(-stöd)modellen och Gränsteori. Grad av ansvar och befogenheter samttekniska färdigheter och digital vana är viktiga faktorer relaterat till hur situationen upplevsoch hanteras. Balansen mellan arbete och privatliv upplevs olika men små barn ochtillgänglighet är två faktorer som gör att gränsdragningen mellan arbetsliv och privatlivupplevs svårare nu jämfört med innan omställningen till distans.

Idag finns möjligheten att skriva texter med chatbots som är en form av artificiell intelligens. En av de framträdande chatbotarna är ChatGPT som exempelvis kan generera text. På universitetet förekommer det examinationsuppgifter där studenter skriver texter. Det är då möjligt för studenter att använda ChatGPT som hjälpmedel vilket kan anses som fusk. Denna studie ämnar undersöka hur väl universitetslärare har möjlighet att skilja på texter skrivna av studenter och ChatGPT. Ytterligare undersöker studien universitetslärares acceptans gällande ChatGPT som lärarverktyg och verktyg för studenter. Den använda metoden var enkät med experimentdel samt frågor gällande acceptans. Studien bestod av 38 deltagare mellan 30–72 år med medelåldern 49,3 år. Studien Av dessa var 22 kvinnor, 14 män och 2 vill ej ange. Deras uppgift var att bedöma tre texter. Texterna var antingen av en student eller av ChatGPT. Resultaten visade att universitetslärare inte med säkerhet kan avgöra om det är en student eller ChatGPT som skrivit en text. Endast i en av texterna kunde lärarna se en skillnad mellan texterna och kunna urskilja på vem som hade skrivit det. Faktorer som enligt deltagarna gjorde att texterna verkade skriven av ChatGPT var att den var välskriven och källornas placering. Det fanns inte en tydlig attityd för eller mot användning av ChatGPT, varken som verktyg för lärare eller lärverktyg för studenter. Däremot var den upplevda nyttan (Performance expectancy, PE) viktigast. De övergripande slutsatserna av denna studie är att lärare har svårt att se om en text är skriven av ChatGPT eller en student. / Today the possibility exists to write text with chatbots, which is a form of artificial intelligence. One of the prominent chatbots is ChatGPT that has the capability to generate texts as an example. At universities, it is common to have examination tasks where students are required to write texts. It has therefore created the possibility for students to use ChatGPT as a tool which could be considered cheating. This study aims to research how well university teachers possess the capability of distinguishing texts written by students compared to ChatGPT. Furthermore, research about university teachers’ acceptance in the usage of ChatGPT as a tool both for university teachers and students. The method used was a survey that’s part experiment and questions about acceptance. The study had a total of 38 participants between 30-72 years old and the mean age being 49.3. The study consisted of 22 women, 14 men and 2 did not want to specify. Their task was to read and assess three texts. These texts were written by a student or ChatGPT. The results showed that university teachers could not identify if the author was a student or ChatGPT. There was only one text that university teachers could identify a difference between the two texts and distinguish who had written it. Factors according to the participants that seemed to distinguish if the text was written by ChatGPT were that it was well written and the placement of sources. There was no definite attitude towards or against the usage of ChatGPT, neither as a tool for teachers or students. Thus, the perceived usefulness (Performance expectancy, PE) was most important. The overall conclusion of this study was that teachers found it difficult to identify if the text was written by ChatGPT or a student.

Submitted by Ricardo Cedraz Duque Moliterno (ricardo.moliterno@uefs.br) on 2018-07-16T19:36:59Z No. of bitstreams: 1 DISSERTA??O Caroline Azevedo.pdf: 6819246 bytes, checksum: 83f9a02899ec9f2217a162e5e3f6458a (MD5) / Made available in DSpace on 2018-07-16T19:36:59Z (GMT). No. of bitstreams: 1 DISSERTA??O Caroline Azevedo.pdf: 6819246 bytes, checksum: 83f9a02899ec9f2217a162e5e3f6458a (MD5) Previous issue date: 2017-04-24 / Coordena??o de Aperfei?oamento de Pessoal de N?vel Superior - CAPES / The intensification of work is seen to be an ongoing concept, mainly for methodological complexity involved attempting to solidify theoretical basis capable ofassessing and measuring issues related to work demands on physical, psychological and emotional areas. Thus, this essay aims: to analyze the relationship between intensification of work and CMD in teachers from a public university in Bahia; to establish indicators for intensified work in university teaching; and to assess associated factors regarding intensification of work amongteachers from a public university in Bahia. It consists of four scientific articles: 1- Reflections on teachers? health in the context of commodification of higher education; 2- Intensified work among higher education teachers: construction of measurement indicators; 3- Caracterization of intensified work among teachers at a public university in Brazil ; 4- Association between intensified work and common mental disorders in teachers. Taking into consideration the high number of academic productivity, accounted for the material and immaterial workday combined with the set of relationships established on the work environment are conditions that may cause illnesses and/or worsen the workers? health. Common Mental Disorders are presented as potentialillnesses in face of the intensified work. This is anepidemiologic cross-sectional study performed by collecting data through a self-administered structured questionnaireapplied to representative samples of randomly selected university teacher. Regarding the association assessment, the CMD?s are considered to be variable outcomes. The present study may identifyindicators of work intensification in university teaching, contributing to produce empirical evidences and possible relevant analysis. Therefore, this survey may give supportto health and safety measures for such professionals, besides promoting changing actions in the university work context. / O trabalho intensificado se configura como um conceito em constru??o, principalmente pela complexidade metodol?gica envolvida na tentativa de solidificar embasamento te?rico capaz de avaliar e mensurar quest?es ligadas as exig?ncias do trabalho na esfera f?sica, ps?quica e emocional. Desse modo, esta disserta??o teve como objetivos: analisar a rela??o entre trabalho intensificado e TMC em docentes de uma universidade p?blica na Bahia; estabelecer indicadores do trabalho intensificado na doc?ncia universit?ria; e avaliar fatores associados diante da intensifica??o do trabalho entre docentes de uma universidade p?blica na Bahia. Para tanto, se constitui de quatro artigos cient?ficos: 1- Reflex?es sobre a sa?de docente no contexto de mercantiliza??o do ensino superior; 2- Trabalho intensificado entre docentes de ensino superior: constru??o de indicadores de mensura??o; 3- Caracteriza??o do Trabalho Intensificado entre docentes de uma Universidade P?blica na Bahia; 4- Associa??o entre trabalho intensificado e transtornos Mentais comuns em docentes. Considera-se que a elevada demanda da produtividade acad?mica, contabilizada pela jornada de trabalho material e imaterial somadas ao conjunto de rela??es estabelecidas no ambiente de trabalho s?o condi??es que podem ocasionar doen?as e/ ou agravos ? sa?de destes trabalhadores. Dentre esses agravos, os Transtornos Mentais Comuns apresentam-se como um potencial de adoecimento diante do trabalho intensificado. Este estudo epidemiol?gico do tipo corte transversal, foi realizado por meio da aplica??o e um question?rio estruturado/autoaplic?vel, em uma amostra representativa dos professores da universidade selecionada por procedimentos aleat?rios. Para avalia??o da associa??o, em quest?o, ser?o considerados como vari?vel desfecho os TMC e como vari?vel de exposi??o do trabalho intensificado. Espera-se que o presente estuo possa identificar indicadores de trabalho intensificado na doc?ncia universit?ria, contribuindo para produzir evid?ncias emp?ricas e an?lise de poss?veis impactos. Desse modo, esta pesquisa pode subsidiar medidas de prote??o ? sa?de destes profissionais e oferecer suporte para a??es de promo??o de mudan?as no contexto do trabalho universit?rio.

Stress har funnits förekomma i läraryrket. Stress kan samvariera med konflikter i den psykosociala arbetsmiljön. Studiens syfte var därför att undersöka om konflikthanteringsstilar hade något samband med upplevelsen av stress. Ett annat syfte var att undersöka vilken konflikthanteringsstil som var mest och minst förekommande, samt att belysa universitetslärares upplevda stressnivå. Ytterligare syfte var att undersöka om stress och konflikthanteringsstilar hade något samband med kön och ålder. Undersökningens deltagare var 92 heltidsanställda universitetslärare (52 kvinnor) vid Högskolan Väst. För datainsamlingen användes skalan Perceived Stress Scale, Thomas – Kilmann Conflict Mode Instrument samt bakgrundsfrågor gällande lärarnas kön ålder och tillhörande institution. Resultatet visade att den konkurrerande stilen var minst förekommande och att lärarnas upplevda stressnivå ansågs vara relativt låg. Det visades förekomma svaga positiva icke-signifikanta samband mellan stress och två konflikthanteringsstilar; samverkan och undvikande. Sambandet mellan stress och den undvikande stilen, samt mellan stress och den samverkande stilen, diskuterades bero på att det kan upplevas som mer stressande att se till bådas behov i en konflikt. Resultatet fann att stress och den konkurrerande stilen tenderade att vara mindre förekommande hos äldre universitetslärarna. Den konkurrerande stilen visades även vara den minst förekommande konflikthanteringsstilen hos lärarna, vilket diskuteras som positivt eftersom det indikerar att lärarna inte är angelägna om att tillgodose sina egna behov framför sina studenters. Ett kritiskt förhållningssätt bör hållas till resultatet, eftersom den interna konsistensen gällande konflikthanteringsstilar var svårbedömd / Stress has been found to occur in the teaching profession. Stress is connected with conflicts in the psychosocial work environment. The purpose of the study was to investigate if conflict styles were related to the experience of stress. The study examined which style that was most and least frequent, and university teachers perceived stress levels. A further aim was to examine whether stress and conflict styles were related to gender and age. The participants were 92 full-time teachers (52 women) at University West. For the data collection the Perceived Stress Scale and Thomas - Kilmann Conflict Mode Instruments were used among with background questions regarding gender, age and institutional belonging. The results showed the competing style to be least frequent and that teachers' perceived stress level was considered to be relatively low. The results also showed a weak positive non-significant correlation between stress and the two styles; collaboration and avoidance. The relationship between stress and the avoidance style, and between stress and the collaborative style, were discussed to be perceived as more stressful since both styles try to ensure both needs in a conflict. The study found that stress and the competing style tended to be less frequent and less prevalent among older teachers, which were discussed to be positive since it indicates that teachers do not look to meet their own needs in front of their students. A critical approach should be use with these results, since the internal consistency regarding conflict management styles, were difficult to assess

Submitted by Fabio Sobreira Campos da Costa (fabio.sobreira@ufpe.br) on 2016-07-29T12:28:26Z No. of bitstreams: 2 license_rdf: 1232 bytes, checksum: 66e71c371cc565284e70f40736c94386 (MD5) Nathali Gomes 05.05.2016 para BC.UFPE.pdf: 1269108 bytes, checksum: 589f1bb95e637b875a5a00deb72f8f2a (MD5) / Made available in DSpace on 2016-07-29T12:28:26Z (GMT). No. of bitstreams: 2 license_rdf: 1232 bytes, checksum: 66e71c371cc565284e70f40736c94386 (MD5) Nathali Gomes 05.05.2016 para BC.UFPE.pdf: 1269108 bytes, checksum: 589f1bb95e637b875a5a00deb72f8f2a (MD5) Previous issue date: 2016-03-28 / CAPEs / A presente pesquisa objetivou compreender as representações sociais pelos docentes dos cursos das “Ciências Exatas e da Natureza” da Universidade Federal de Pernambuco em relação à Docência Universitária. Para tanto, tomou como base referencial em Docência Universitária os estudos de Zabalza (2004), Dias Sobrinho (2007) e Cunha (2009), dentre outros, e, como aporte teórico-metodológico, a Teoria das Representações Sociais à luz de Moscovici (1978) e Jodelet (2005). Optamos pela abordagem qualitativa por ela permitir um olhar para as relações e interações humanas, suas crenças, realidades, histórias e valores (CHIZZOTTI, 2006). O Centro de Ciências Exatas e da Natureza da Universidade Federal de Pernambuco constituiu-se como campo de investigação, do qual participaram 14 docentes universitários. A coleta dos dados ocorreu por meio da aplicação do questionário semiprojetivo, com os 14 participantes, e da realização de entrevistas semiestruturadas, com 06 do total de docentes selecionados a partir da disponibilidade deles. Os dados foram tratados com base na técnica de Análise de Conteúdo de Bardin (1988). No momento em que direcionamos nossa atenção para os resultados analisados, percebemos que a docência universitária se constitui em um campo que assume características próprias do perfil de um curso, tornando-se objeto próprio do grupo. Essa apropriação é confirmada pelos sujeitos desse grupo, reconhecida e legitimada por outros grupos e pela sociedade, visto que o comportamento e o discurso passam a identificá-lo neste meio. Assim, os resultados dapesquisa apontaram representações sociais de docência universitária, constituídas histórica e socialmente, advindas das experiências, trajetórias de vida e formação, e responsáveis por justificar discursos e práticas. Os professores compreendem a docência universitária como um espaço de relação, responsabilidade e interação mútua entre o docente, que transmite e/ou constrói conhecimentos de ordem técnica e ética, o estudante, que precisa querer o aprendizado e dedicar-se a ele, e a sociedade, que exige um profissional qualificado de acordo com a realidade. Tais representações revelaram indícios de ressignificação no momento em que os professores destacaram a importância de formações pautadas no caráter mais humano, reconhecendo as limitações e oportunidades de aprendizagem dos estudantes. Esse processo de ressignificação ocorre a partir do instante em que os docentes são inseridos no contexto de maior abertura das universidades com a inclusão e permanência dos estudantes, levando-os a contextos diversificados de saberes e “forçando-os” a abandonar práticas antigas e a centralizarem-se nas aprendizagens. Dessa maneira, construíram caminhos que lhes possibilitaram acomodar os novos objetos. A docência universitária se mostra objetivada também nas práticas de ensino, ancoradas em concepções ora tradicionalistas ora construtivistas, apontando para indícios de ressignificação dessas representações sociais de docência pelo campo das ciências exatas e da natureza. Contudo, trata-se de um processo lento, pois, em mais de uma década, pouco foi feito em termos de políticas de investimento na formação desses profissionais que auxiliem na reconstrução de sentidos e significados e objetivem a formação integral dos estudantes e a transformação da prática docente. Assim, os professores convivem com a “incerteza” quanto à própria identidade, pois, como essa atividade exige saberes que não atendem aos seus interesses, muitos ainda não se consideram docentes. Devido a isso, nomeiam-se pesquisadores, uma vez que a atividade de pesquisa é representada como “grande diferencial” no desenvolvimento de um país. Acreditamos que a presente investigação auxiliará a reflexão sobre um paradigma de formação que considere as especificidades desses cursos, porque, apesar de estarem inseridos em um contexto mais amplo, possuem particularidades. / This research aimed to understand the social representations of professors from the “Nature and Hard Sciences” courses of Federal University of Pernambuco in relation to their university teaching practice. In order to do so, this research took as a reference base in university teaching practice the studies of Zabalza (2004), Dias Sobrinho (2007) and Cunha (2009), among others, and as a theoretical and methodological support the Theory of Social Representations in the light of Moscovici (1978) and Jodelet (2005). We chose the qualitative approach because it allows a connection with relations and human interactions, their beliefs, reality, history and values (CHIZZOTTI, 2006). The Nature and Hard Sciences Center of UFPE constitutes the field of investigation from which 14 university teachers participated. The data was collected through the application of a semiprojective questionnaire with the 14 participants and a semistructured interview with 6 professors according to their availability. The data was analyzed according to the techniques of Bardin‟s (1988) Content Analysis. In the moment we direct our attention to the analyzed results, we realize that the university teaching practice constitutes in an area that assumes its own characteristics of a course profile by turning itself in a proper object of the group. This appropriation is confirmed by the subjects of this group, recognized and legitimated by other groups and the society since the behavior and discourse can identify it in this context. Therefore, the results of this research pointed out that social representations in university teaching practice, historically and socially constituted, resulting from experiences, life paths and formation and that are responsible for justifying discourses and practices. The professors understand the university teaching practice as a relationship, mutual interaction and responsibility space between the teacher that transmits and/or constructs knowledge of technical and ethical order, the student who needs the desire to learn and dedicate himself/herself to it and the society that demands qualification from the professional according to his/her reality. Such representations revealed evidence of resignification in the moment that teachers highlighted the importance of trainings guided by a more human character recognizing the limitations and learning opportunities of the students. This process of resignification occurs from the moment the teachers start to work in the context of a greater opening in the universities with the inclusion and permanence of the students and guidance through diversified learning contexts and by “forcing” them to abandon old practices and to focus on the learning process. Thus, They have built ways that provided the accommodation of new objects. University teaching shows itself also in teaching practices based on conceptions, which are traditional at one time, and constructivist at another, pointing to evidences of resignification of these social representations in the teaching activities of exact and natural sciences. However, it is a slow process because in more than a decade little has been done in terms of funding politics in the training of these professionals to help them reconstruct meanings and aim for an integral formation of students and the transformation of the teaching practice. As a result, the teachers live with the “uncertainty” related to their own identity because as this activity demands knowledge that do not meet their interests, many of them do not consider themselves as teachers. Because of this, they name themselves researchers since the research activity is represented as a “big difference” in the development of a country. We believe that the present investigation is going to help in the reflection about a formation paradigm that considers the specificities of these courses because even though they are in a wider context, they have particularities.

本研究主要為探討不同背景變項之台灣地區北、中、南之公私立大學學生對大學教師優質教學內涵及大學教師優質教學模式之看法，除作現況分析及差異比較外，並依據大學學生所填答之課程學群的分類，找出適合該課程學群之優質教學模式。 研究中除蒐集、整理、閱讀相關文獻外，並依據文獻資料編製「大學教師優質教學內涵現況之調查問卷」及「大學教師優質教學模式現況之調查問卷」，對台灣地區北、中、南各公私立大學實施調查研究，總共回收824份有效樣本，而後根據資料分別進行描述分析、t考驗、變異數分析、積差相關分析、多元逐步迴歸分析等統計分析後有以下幾項發現： 一、大學教師優質教學內涵中，以「大學教師教學之師生互動」得分最高，以「大學教師教學之準備活動」得分最低。 二、大學教師優質教學模式中，以「講述教學模式」得分最高，以「協同教學模式」得分最低。 三、 大學學生不同背景變項在大學教師優質教學內涵上之差異 1. 女學生在大學教師優質教學內涵上之得分，顯著高於男學生之得分。 2. 第一類科系學群（文法傳播）學生及第五類科系學群（教育）學生在大學教師優質教學內涵之得分，顯著高於第三類科系學群（理工）學生及第四類科系學群（農醫）學生的得分。 3. 大學二年級學生及大學四年級學生在大學教師優質教學內涵之得分，顯著高於大學一年級學生的得分。 4. 修習第一類課程學群（文法傳播）學生及第五類課程學群（教育）學生在大學教師優質教學內涵上之得分，顯著高於修習第三類課程學群（理工）學生及第四類課程學群（農醫）學生的得分。 5. 課程性質在大學教師優質教學內涵上之得分，沒有顯著差異。 6. 其他課程（如通識）及外系課程在大學教師優質教學內涵上之得分，顯著高於本系課程及共同科目的得分。 7. 選修課程在大學教師優質教學內涵上的得分，顯著高於必修課程的得分。 8. 晚上時段課程在大學教師優質教學內涵上的得分，顯著高於下午、上午時段課程的得分。 四、 大學學生不同背景變項在大學教師優質教學模式上之差異 1. 女學生在「討論教學模式」、「講述教學模式」、「個案教學模式」、「角色扮演模式」、「探究教學模式」此五種教學模式之得分，皆顯著高於男學生的得分。 2. 第五類科系學群（教育）及第一類科系學群（文法傳播）在「討論教學模式」、「講述教學模式」、「個案教學模式」、「踏查教學模式」、「角色扮演模式」、「合作學習模式」、「探究教學模式」的得分，均顯著高於第三類科系學群（理工）及第四類科系學群（農醫）的得分。 3. 二年級及四年級大學學生在「討論教學模式」、「講述教學模式」、「個案教學模式」、「探究教學模式」四種模式中之得分，顯著高於一年級學生之得分。 4. 第五類課程學群（教育）及第一類課程學群（文法傳播）在「討論教學模式」、「講述教學模式」、「個案教學模式」、「踏查教學模式」、「角色扮演模式」、「合作學習模式」、「探究教學模式」的得分，均顯著高於第三類課程學群（理工）及第四類課程學群（農醫）的得分。 5. 偏實務課程在「討論教學模式」、「個案教學模式」、「踏查教學模式」、「角色扮演模式」、「協同教學模式」、「合作學習模式」、「探究教學模式」中的得分，皆顯著高於偏理論課程的得分。 6. 其他課程（如通識）在「討論教學模式」中得分較高;外系課程在「講述教學模式」中得分較高;本系課程在「踏查教學模式」、「協同教學模式」中得分較高。 7. 選修課程在「講述教學模式」、「合作學習模式」、「探究教學模式」中的得分，顯著高於必修課程及旁聽課程。 8. 晚上時段課程在「討論教學模式」、「講述教學模式」、「個案教學模式」、「協同教學模式」之得分，皆顯著高於下午時段課程及上午時段課程。 五、整體大學教師教學內涵與大學教師優質教學模式有低度至中度正相關。 六、「講述教學模式」為五大類課程學群所共有最能預測大學教師優質教學內涵之教學模式。 最後，本研究依據上述研究結果，形成結論並提出建議，以供教育行政機關、學校單位、大學教師、大學學生及未來相關研究之參考。 / The main purpose of this study is to investigate the viewpoints of various university students background for the effective teaching contents and effective teaching models of university teachers in Taiwan. In addition to understanding the current situation and difference, the study also based on the classification of curriculum to find out the suitable effective teaching models. According to the literature review, the study forms a self-made questionnaire in the topic of “ The questionnaire for current effective teaching contents of university teachers ” and “ The questionnaire for current effective teaching models of university teachers ”.The questionnaire are sent to all the samples ( including the public and private universities in Taiwan ) and 824 surveys that returned from the samples are identified to be valid. The conclusion is through statistic analysis of research sources, including description analysis, t-test, one-way ANOVA, correlation analysis, and stepwise multiple regression analysis. The main finding of the study are as follows : 1. The point of “ the interaction between teacher and students in class ” is highest, whereas the point of “ the preparation of the teaching in class ” is lowest in “ The questionnaire for current effective teaching contents of university teachers ”. 2. The point of “ The lecture teaching model ” is highest, whereas the point of “ The collaboration teaching model ” is lowest in “ The questionnaire for current effective teaching models of university teachers ”. 3. The difference of university students’ various background in “ The questionnaire for current effective teaching contents of university teachers ” are as follows : (1) The point of female university students is significantly higher than that of male university students. (2) The points of the university students studying in the first classification of department ( Liberal Arts, Law and Communication ) and the fifth classification of department ( Education) are significantly higher than those of the university students studying in the third classification of department ( Science and Engineering ) and the fourth classification of department ( Agriculture and Medicine). (3) The points of the second grade students and the fourth grade students are significantly higher than those of the first grade students. (4) The points of the university students studying in the first classification of curriculum ( Liberal Arts, Law and Communication ) and the fifth classification of curriculum ( Education) are significantly higher than those of the university students studying in the third classification of curriculum ( Science and Engineering ) and the fourth classification of curriculum ( Agriculture and Medicine). (5) The difference shown in the character of the curriculum is not significant. (6) The points of the other curriculum (liberal education) and the minor curriculum of one’s department are significantly higher than those of the major curriculum of one’s department and the common curriculum. (7) The point of the elective curriculum is significantly higher than that of the required curriculum. (8) The point of the curriculum after 6:00 p.m.is significantly higher than that of the curriculum in the morning and afternoon. 4. The difference of university students’ various background in “ The questionnaire for current effective teaching models of university teachers ” are as follows : (1) The point of female university students in “ The discussion teaching model ”、 “ The lecture teaching model ”、“ The case-study teaching model ”、“ The role-playing teaching model ”、 “ The inquiry teaching model ” is significantly higher than that of male university students. (2) The points of the university students studying in the fifth classification of department (Education) and the first classification of department ( Liberal Arts, Law and Communication) in “ The discussion teaching model ”、“ The lecture teaching model ”、“ The case-study teaching model ”、“ The field-study teaching model ”、“ The role-playing teaching model ”、“ The cooperative learning model ”、“The inquiry teaching model ” are significantly higher than those of the university students studying in the third classification of department ( Science and Engineering ) and the fourth classification of department ( Agriculture and Medicine). (3) The points of the second grade students and the fourth grade students in “ The discussion teaching model ”、“ The lecture teaching model ”、“ The case-study teaching model ”、“ The inquiry teaching model ” are significantly higher than those of the first grade students. (4) The points of the university students studying in the fifth classification of curriculum (Education) and the first classification of curriculum (Liberal Arts, Law and Communication) in “ The discussion teaching model ”、“ The lecture teaching model ”、 “ The case-study teaching model ”、“ The field-study teaching model ”、“ The role-playing teaching model ”、“ The cooperative learning model ”、“ The inquiry teaching model ” are significantly higher than those of the university students studying in the third classification of curriculum ( Science and Engineering ) and the fourth classification of curriculum ( Agriculture and Medicine). (5) The point of the practical curriculum in “ The discussion teaching model ”、“ The case-study teaching model ”、“ The field-study teaching model ”、“ The role-playing teaching model ”、“ The collaborative teaching model ”、“ The cooperative learning model ”、“ The inquiry teaching model ” is significantly higher than that of the theoretical curriculum. (6) The point of the other curriculum ( liberal education ) in “ The discussion teaching model ” is higher than others ; the point of the minor curriculum of one’s department in “ The lecture teaching model ” is higher than others , and the point of the major curriculum of one’s department in “ The field-study teaching model ” and “ The collaborative teaching model ” is higher than others. (7) The point of the elective curriculum in “ The lecture teaching model ”、“ The cooperative learning model ”、“ The inquiry teaching model ” is significantly higher than that of the required curriculum and the non-credit earning curriculum. (8) The point of the curriculum after 6:00 p.m. in “ The discussion teaching model ”、 “ The lecture teaching model ”、“ The case-study teaching model ”、“The collaborative teaching model ” is significantly higher than that of the curriculum in the morning and afternoon. 5. The positive correlation between “ The questionnaire for current effective teaching contents of university teachers ” and “ The questionnaire for current effective teaching models of university teachers ” is from low to middle. 6. “ The lecture teaching model ” is the most common and the prediction of the five classification of curriculum is highest . Eventually, the study draw a conclusion from the overcome of the study and provide further suggestion for the reference of educational administration department, university administrational units, university teachers, university students and further study.