Made available in DSpace on 2016-06-02T19:39:18Z (GMT). No. of bitstreams: 1 3554.pdf: 1021797 bytes, checksum: f381c74102611675deac86d0be50bd25 (MD5) Previous issue date: 2011-02-25 / This work has the objective to analyze the perspective of the research professors (―professores pesquisadores‖) about the possible consequences of the work intensification, on the graduate level, for the teaching and other activities at the undergraduate level. Such process occurred in the context of the adjustment of the national economy to the capital mundialization, and the reform of the State apparatus. It established a north to the reconfiguration of the identity of the public universities and brought consequences for the teaching work. To meet our objective, 13 semi-structured interviews were realized with the teaching personnel of FEMEC-UFU. This university have been chosen with basis on the data and the research analysis of Sguissard and Silva Júnior, as published in their book ―O trabalho intensificado nas Federais: pós-graduação e produtivismo acadêmico - 2009. The results presented in this book and the fact that the FMEC graduate course received grade 6 are suggestive of a high productivity as well as an intensification of the teaching work. The interviews were analyzed by a systematization of subtopics arisen from an attentive lecture. These subtopics CAPES, work intensification, techno-scientific production (academic productivism), public-private partnership (PPP), young professors versus old professors, philosophy and organization of the teaching unity... or department... are closely related to our objective and to our research object. Such procedures revealed the complexity as well as the contradictions existing in the relationship between the graduate and undergraduate university practices. Ou research hypothesis was partially corroborated by the analysis of the data we obtained. In view of the current conjuncture of the work of the FEMEC-UFU professor-engineer, it is possible to affirm that there is indeed a tendency that his graduate activities superimpose the activities he might develop at the undergraduate level. However, in view of changes on the work system, some professors that already have a consolidated career have chosen to leave the graduate teaching and be active on the research work and on the undergraduate teaching. In this way, these professors believe to be to more loyal to their values and education ideals. There some professors that left the graduate work to seek recognition by working at the coordination level of a new undergraduate course. Moreover, another aspect that appears from our study is that the work of the ―professor-engineerresearcher‖ [in partnership with some industry] consumes most of the time that he could dedicate to his activities at the undergraduate level, and in some cases, at the graduate level. It is important to remember that such ―extra-school‖ work is induced by public bids, reconfiguration of public universities, and the incentive of the PPP s, in a context of increasing demand of both the productive and enterprise sectors for technological knowledge. Also, assuming adminstrative positions and, therefore, participating of the university administration difficult developing teaching activities in the graduate or undergraduate levels. The immaturity or the unpreparedness of students were also considered as factors that render the work at the graduate or undergraduate levels a strenuous task. Finally, in the vision of some professors, the exigencies of the work at the graduate level tend to be considered natural and even justified. Such demands could, in some circunstances, make possible a better sinergy between the two levels of education, graduate and undergraduate. The laboratories [thereby, the practical classes] could be greatly improved. Therefore, more students could be atract to the courses it worth to remember that, after all, students are important inputs for the researches and publications. / Objetivou-se neste trabalho analisar a visão dos professores pesquisadores sobre as possíveis consequências da intensificação do trabalho na pós-graduação para ensino e demais atividades na graduação, processo este que se deu no contexto de ajuste da economia nacional à mundialização do capital e de reforma do aparelho do Estado, de forma a nortear a reconfiguração da identidade da universidade pública, com conseqüências para o trabalho do professor. Para alcançar esse objetivo foram realizadas 13 entrevistas, semi-estruturadas, com os docentes da FEMEC-UFU. Esta universidade foi escolhida, dentre outros motivos, com base nos dados e análises de pesquisa realizada por Sguissardi e Silva Júnior, que redundou na publicação do livro ―O trabalho intensificado nas Federais: pós-graduação e produtivismo acadêmico , em 2009. Os dados e análises lá expostos e o fato do Curso de Pós-Graduação da FMEC apresentar nota 6, nos sugeria haver alta produtividade e intensificação do trabalho do professor. A análise das entrevistas foi feita por meio da sistematização de subtemas que emergiram da sua leitura e que tinham íntima relação com nosso objetivo e objeto de pesquisa, a saber: CAPES; intensificação do trabalho; produção técnica e científica (produtivismo acadêmico); parceria público-privado (PPP); professores novos x professores antigos; e filosofia e organização da unidade. Com esses procedimentos ficou evidente a complexidade e as contradições existentes na relação entre as práticas universitária na graduação e pós-graduação. Nossa hipótese de pesquisa foi parcialmente corroborada pela análise dos dados. Pôde-se afirmar que há sim uma tendência, diante da atual conjuntura do trabalho do professor-engenheiro da FEMEC-UFU, de que suas atividades na pós-graduação venham a se sobrepor às da graduação. Entretanto, há docentes que, em face dessas mudanças e respaldados por uma carreira mais ou menos consolidada, preferiram deixar o programa de pós-graduação e atuar em pesquisas e na graduação de acordo com seus valores e ideais de formação, e sob prazos e tempos mais auto-administrados; ou ainda, de professor que desistiu da pós-graduação e que buscou seu reconhecimento na coordenação de um novo curso de graduação. Ademais, outro aspecto relevante foi o de que o trabalho do professorengenheiro- pesquisador junto às empresas, quer seja ele pertencente ou não à pós-graduação trabalho este que é induzido pelos editais, reconfiguração da universidade pública e incentivo das parcerias público-privadas, num contexto de progressiva demanda do setor produtivo e empresarial privados de conhecimentos tecnológicos - acarreta em significativo dispêndio de tempo de trabalho, e, por extensão, limita suas possibilidades de maior ou menor dedicação às atividades na graduação, e também, em alguns deles, na pós-graduação. A assunção de cargos administrativos e a participação na gestão universitária também foram apontados como fatores que dificultam tanto a participação na pós-graduação como na graduação. A imaturidade dos alunos e uma queda no seu nível de qualidade também foram considerados como fatores que tornam o trabalho na pós-graduação mais intenso senão penoso. Por fim, na visão de alguns professores, as exigências à pós-graduação, que tendem a ser naturalizadas e justificadas por alguns deles, poderiam, em algumas circunstâncias, possibilitar uma melhor sinergia entre estes dois níveis de formação, ora favorecendo melhoria dos laboratórios e aulas práticas, ora possibilitando alunos que viriam a ser importantes inputs às pesquisas e publicações.

Current literature on teaching research methodology in the social sciences points to the changing nature of our world in terms of its complexity and diversity and how this affects the way in which we search for answers to related problems. New ways of approaching research problems that relate to the demands of practice need to be explored, which is in contrast with the ‘either-or’ world we coach our students for, that is to be either qualitative or quantitative researchers. Also, educational policy reform in South Africa has sought to address the issue of real-life relevance of curricula, and specifically, reformists have turned to proponents of Mode 2 knowledge to inform initiatives for change. This means that tertiary institutions will have to adjust the way in which they deliver education to future generations of South Africans. The aim of this study was to map the content of undergraduate research methodology courses at South African universities and to explore the beliefs held by some academics that inform the way in which these courses are constructed. Critical theory allowed the researcher to search for unequal distributions of power and is defined in this study in its oppressive role, that is, its productive ability to bring about inequalities and human suffering. As some critical social theorists embrace specific, and at times divergent, methodologies, a pluralistic approach, based on Habermas’ idea of the relative legitimacy of all theories and methods, was used to. The study revealed that there is a heavy reliance on the methods that are traditionally linked to the positivist paradigm. It also revealed that alternate paradigms focusing on philosophies that dictate the use of qualitative methods are increasingly included in methodology courses and juxtaposed against or used to supplement positivist approaches to research. As academics may struggle to let go of traditional paradigms, they may find a compromise in presenting both. By acknowledging the limitations of past curricula, academics actively seek to change these discourses, but by doing so they may be instituting new hegemonies. One of the findings of this study is thus that distinctions about the content of research courses are being made on a methodological level instead of also acknowledging the epistemological and pragmatic grounds for making choices. Moreover, it is argued that the consensus achieved regarding the curriculum for a research course is the result of conversations held between academics in an ideal speech situation that excludes other significant voices. The lecturers' dominance over the students is maintained in the dialogical activities that they undertake with colleagues that confirm their position of authority in academic society. Students recognise this authority and consent to it. It is proposed that the way forward for curriculum construction lies in establishing academic communities of practice that should be viewed as the type of university that Habermas would advocate: where academics need to share power and be open to the challenges that they face such as negotiating what is accepted as knowledge. / Thesis (DPhil (Psychology))--University of Pretoria, 2005. / Psychology / unrestricted

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