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Cette étude de cas, composée de trois articles, examine les diverses sources d’explication de l’écart salarial selon le genre chez les professeurs d’une grande université de recherche canadienne. Le premier article analyse les écarts selon le genre sur les primes “de marché” à partir de données d’un sondage réalisé auprès des professeurs en 2002. Une analyse des correspondances donne une solution à deux facteurs dans laquelle le second facteur oppose clairement les professeurs qui ont reçu une prime à ceux qui n’en n’ont pas reçue. Le genre est fortement associé à ce facteur, la catégorie “femme” se retrouvant du côté de l’axe associé à l’absence de primes de marché. Les résultats de la régression logistique confirment que le secteur d’activité, la fréquence des contrats de recherche, la valorisation du salaire ainsi que le rang combiné à l’ancienneté sont reliés à la présence de primes de marché, tel que proposé par les hypothèses. Toutefois, même après avoir contrôlé pour ces relations, les femmes sont toujours près de trois fois moins susceptibles de s’être vu attribuer des primes de marché que leurs homologues masculins. Dans l’ensemble, les résultats suggèrent que dans un contexte où les salaires sont déterminés par convention collective, la réindividualisation du processus de détermination des salaires — en particulier le versement de primes de marché aux professeurs d’université — peut favoriser la réapparition d’écarts de salaire selon le genre. Le second article est réalisé à partir de données administratives portant sur les années 1997 à 2006. Les contributions respectives de quatre composantes de la rémunération à l’écart salarial selon le genre y sont analysées, soit le salaire de base, l’accès au rang de professeur titulaire, l’accès aux primes de marché et chaires de recherche du Canada, de même que les montants reçus. Les composantes varient quant à leur degré de formalisation. Ceci permet de tester l’hypothèse selon laquelle l’ampleur de l’écart salarial selon le genre varie en fonction du degré de formalisation des composantes salariales. Nous déterminons également dans quelle mesure l’écart selon le genre sur les diverses composantes de la rémunération varie en fonction de la représentation relative des femmes professeurs au sein des unités. Les résultats démontrent l’existence de variations dans l’ampleur des différences selon le genre en fonction du degré de formalisation des pratiques de rémunération. Qui plus est, après contrôles, la rémunération est plus faible dans les unités où les femmes sont fortement représentées. Le dernier article examine les mécanismes pouvant mener à un écart selon le genre en ce qui a trait à l’accès aux primes de marché chez les professeurs de l’institution. Les processus d’attribution de ces suppléments salariaux sont examinés à partir d’entretiens réalisés avec 17 administrateurs à tous les niveaux hiérarchiques de l’institution et dans une diversité d’unités académiques. Les résultats suggèrent que les différences selon le genre pourraient être liées à des caractéristiques spécifiques du processus d’attribution et à une distribution inégale des primes aux unités à forte représentation féminine. De façon générale, les résultats démontrent que l’écart de rémunération selon le genre chez les professeurs de cette université n’est pas totalement expliqué par des différences dans les caractéristiques individuelles des hommes et femmes. L’analyse révèle que l’écart réside dans des différences selon le genre en ce qui a trait à l’accès aux primes de marché et aux chaires de recherches du Canada et, dans une moindre mesure, au rang de professeur titulaire. Aucune différence n’est observée sur le salaire de base et le montant des primes salariales reçues, que celles-ci soient dites de “marché” ou associées à une chaire de recherche du Canada. Qui plus est, on constate que la rémunération est plus faible dans les unités où les femmes sont le mieux représentées. L’accès différencié selon le genre aux primes de marché qui est observé pourrait être lié à certains processus organisationnels qui limitent les probabilités d’octrois à des femmes. Les femmes pourraient être particulièrement désavantagées dans ce système d’octroi, pour plusieurs raisons. L’existence de différences selon le genre en ce qui a trait aux dispositions ou habiletés des individus à négocier leur salaire est évoquée et supposée par certains administrateurs. Un accès limité aux informations concernant la politique de primes pourrait réduire la probabilité que des femmes tentent d’obtenir ces suppléments salariaux. Les directeurs d’unités, qui sont en majorité des hommes, pourraient être biaisées en faveur des professeurs masculins dans leurs évaluations s’ils tendent à favoriser ceux qui leurs ressemblent. Il est également possible que les directeurs d’unités où les femmes sont les mieux représentées n’aient pas reçu d’information sur les primes de marché ou que des traditions disciplinaires les aient rendu réticents à demander des primes. / This case study examines the various sources of explanation of the gender pay gap among professors at a large Canadian research university. It comprises three articles. The first article analyzes gender differences in “market supplements” using data from a survey of professors conducted in 2000. The correspondence analysis produces a two-factor solution in which the second axis clearly opposes faculty who receive market supplement to those who do not. Gender is strongly related to this factor, with the female category on the side of the axis associated with the absence of market supplement. The results of the logistic regression confirm that field of specialization, frequency of external research contracts, faculty members’ values and attitudes towards remuneration and seniority within rank are all related to the award of market supplements, as hypothesized. However, women were still almost three times less likely than men to have been awarded market supplements after controlling for these relationships. Overall, the results suggest that within a collective bargaining context, reindividualization of the pay determination process — notably, the payment of market supplements to faculty — may reopen pay differences by gender. The second article uses administrative data for years 1997 to 2006. We estimate the respective contributions to the gender pay gap of four pay components: base pay, promotion to full professor, access to market supplements and Canada research chairs as well as the amounts received. These are characterized by various levels of formalization. This allows testing the hypothesis that the magnitude of gender differences in pay varies with the extent of formalization of pay components. We also determine how gender differences on each pay component vary according to the relative representation of female faculty members within units. We find some evidence that the magnitude of gender differences varies with the degree of formalization in remuneration practices. We also find that, other things being equal, pay is lower in units with a high proportion of females. The last article examines the mechanisms that may lead to gender differences in access to ‘market supplements’ among professors. The process of awarding pay in excess for the amounts provided for in a collective agreement are examined based on interviews with 17 administrators at all hierarchical levels and in various academic units. Results suggest that gender differences in the likelihood of receiving an award may be related to specific features of the award process and to an unequal distribution of awards to units with strong female representation. Overall, the results show that the gender pay gap among professors at this university is not entirely accounted for by differences in the individual characteristics of male and female professors. The analysis reveals that the pay gap resides in gender differences in access to market supplements and Canada research chairs (CRCs) and, to a lesser extent, to the full professor rank. No difference is found on base pay or on the amounts of pay supplements received, whether they are “market” premiums or supplements associated to a CRC. Furthermore, pay tends to be lower in units where female representation is highest. The observed gender differences in access to market supplements could be due to organizational processes that reduce the likelihood of awards to women. There are several reasons why female faculty members are particularly disadvantaged in this award system. Gender differences in the propensity or ability to negotiate are alleged (and assumed) by some of those negotiating. More limited access to information about supplements reduces the likelihood that women will pursue them. Chairpersons, who are mostly males, may allow gender bias to influence their evaluations of faculty members, perhaps because they tend to favor others like themselves. It may also be that chairpersons from the units where women are better represented do not have access to information about market supplements or that disciplinary traditions make them reluctant to request them.

Higher education literature, has several contributions that pertain to mentoring styles in academia, female faculty, gender and leadership, and recruitment and retention of women and minorities in academia. However, specific references that lend voice to the experiences of female counselor educators in the context of their career paths and patterns are scant(Hill, Leinbaugh, Bradley,& Hazler, 2005). This qualitative investigation explored the socialization process of 8 female leaders in counselor education from throughout the United States utilizing grounded theory methods. The primary theme of socialization was organized into three main categories, (a) childhood socialization, (b) anticipatory socialization (Van Mannen, 1976), and (c) organizational socialization (Van Mannen, 1976). Leaders' socialization experiences highlighted sub-themes of balancing work and family, satisfaction level of professional obligations and inequalities. The inequalities highlighted participants' experiences of exclusion in departments with counselor education and counseling psychology programs, as well as gender and race discrimination around issues such as salary, tenure and promotion. The results from this investigation provided a theoretical framework of the interrelated influences of their socialization process from childhood across the span of their careers to full professor and department chairs. Implications and recommendations for female doctoral students, counselor educators, professional development in higher education, mentoring relationships, supervision and leadership development are included.

Objetivo. O objetivo principal desta tese é conhecer a influência da internet nas atividades acadêmico-científicas da comunidade brasileira de docentes da área de saúde pública. Métodos. Estudo transversal, centrado na opinião do usuário sobre o uso e a influência da internet na prática de ensino e pesquisa no âmbito acadêmico. A população do estudo constitui-se de 237 docentes vinculados aos programas de pós-graduação em saúde pública, nos níveis mestrado e doutorado, das instituições brasileiras de ensino superior cadastradas no sistema CAPES (Fundação Coordenação de Aperfeiçoamento de Pessoal de Nível Superior) em 2001. Para a obtenção dos dados, optou-se pelo uso de questionário auto-aplicável preenchido via web e encaminhado via correio eletrônico, com internet disponibilizada em servidor UNIX. Para os que não responderam o instrumento eletrônico, foram enviados questionários impressos. Resultados. A taxa de retorno do questionário foi de 63,7%. O uso da internet foi apontado por 94,9% dessa comunidade, sendo o correio eletrônico (96,9%) e a web (91,1%) os recursos mais utilizados. A influência mais marcante da internet foi na comunicação entre os docentes, principalmente para o desenvolvimento de pesquisas, propiciando mais colaboração com colegas de instituições nacionais e estrangeiras. Considerou-se que a atividade acadêmica de busca de informação bibliográfica e de textos completos foi muito beneficiada pela utilização da internet. Quanto à divulgação de resultados de pesquisa, ainda há predominância dos formatos impressos, principalmente em artigos de periódicos de circulação nacional. Os docentes que declararam não utilizar a internet justificaram o fato argumentando falta de motivação, expressada em questões de caráter subjetivo, como a resistência em usar novas tecnologias, a falta de tempo para usar a internet e a facilidade de conseguir de seus colegas o material de que precisam. Conclusões. Os dados mostram que a internet influenciou o trabalho dos docentes e afeta o ciclo da comunicação científica, principalmente na rapidez de recuperação de informações. Entre os docentes, há forte tendência em eleger a comunicação entre pesquisadores como a etapa que mais mudou desde o advento da internet no mundo acadêmico-científico brasileiro. / Objective. The main objective of this study is to investigate the influence of the Internet on the academic-scientific activities of Brazilian professors of the public health area. Method. Transversal study centered on the user view about influences of the internet on the academic teaching and research. The study’s core was constituted by 237 professors from public health post-graduation programmes of higher education institutions in Brazil, in master’s and doctoral levels, registered in the CAPES System (Brazilian Ministry of Education’s foundation for the qualification of higher education professors) in the year 2001. Data were collected by means of a self-applicable questionnaire that professors answered and sent through the web (by electronic mail), Internet access via a UNIX server. Those who did not answer the electronic instrument received printed questionnaires. Results. The return rate of the questionnaires was 63.7%. The great majority of the population (94.9%) answered that they use the Internet, the electronic mail (96.9%) and the web (91.1%) were the most used resources. The strongest influence of the Internet on scientific communication in the public health area concerns communication among professors, with the aim of developing research, enabling greater collaboration with colleagues both from Brazilian and foreign institutions. Searches for bibliographic references and for full texts were considered academic activities that benefited a lot from Internet use. As for release of research results, printed formats still prevail, mainly articles published in national circulation journals. The professors who stated that they do not use the Internet argued that the reason for this is lack of motivation, expressed through subjective questions, such as resistance to use new technologies, lack of time to use the Internet and facility of obtaining what they need from their colleagues. Conclusions. Data show that the Internet influenced the academic’s work and has been affecting the cycle of scientific communication, mainly due to the high speed with which information can be recovered. Communication among researchers seems to be the stage that changed the most since the advent of the Internet in the Brazilian academic-scientific world.

Made available in DSpace on 2016-04-28T20:56:33Z (GMT). No. of bitstreams: 1 Victor Rafael Laurenciano Aguiar.pdf: 1232087 bytes, checksum: 1e5221ecbe853f7e229d9e559eea84a8 (MD5) Previous issue date: 2012-10-17 / This paper aimed to know how the in-service teacher education contributes to the professional development of Business Administration professors. In addition to this main objective, three other secondary objectives were defined: to identify the professional teaching knowledge of the professors and how they developed this knowledge, if they develop their knowledge by their own and / or institutional initiatives and, finally, if they have the necessity for an ongoing updating. It was carried out a theoretical study based on many authors, for instance, Imbernón and Marcelo who were the main reference in relation to the professional development theme, while Tardif was the main one who provided the principles in relation to professional teaching knowledge. A survey research instrument was applied with 235 Business Administration professors, from 10 different community universities which are part of ACAFE System (Association of Santa Catarina educational foundations). It was noticed by the collected data that the initial assumption of this work, expressed in the research question that in-service teacher education contributes to the professional development, was correct, because despite all the limitations pointed out in the in-service teacher education offered currently by all institutions, professors still consider that it helps a lot . But it was possible to realize that there is a limited understanding of professional development, as a synonym for in-service teacher education and in this sense, it was confirmed that in-service teacher education could contribute effectively to professional development if it included (1) reflection on the experiential knowledge, (2) updating the knowledge of the specific field of Administration, (3) discussion of the role of the University and its institutional policies, (4) the curriculum of the course as a whole, (5) knowledge of reality and the students of the institution / Este trabalho visou estudar como a formação continuada contribui para o desenvolvimento profissional de professores de Administração. Além deste objetivo principal, três outros objetivos secundários foram definidos: identificar quais são os saberes profissionais docentes destes professores e como os constituíram, se eles desenvolvem seus saberes por meio de iniciativas próprias e/ou institucionais e, por fim, se sentem a necessidade de uma constante atualização. Realizou-se o estudo de muitos autores, todavia deve-se destacar que, em relação ao tema desenvolvimento profissional, Imbernón e Marcelo foram os principais referenciais, enquanto em relação aos saberes profissionais docentes, Tardif foi o autor mais consultado. Para alcançar os objetivos propostos realizou-se um estudo do tipo survey com 235 professores que atuam na graduação em Administração, de 10 diferentes instituições de ensino, todas comunitárias e pertencentes ao Sistema ACAFE (Associação Catarinense das Fundações Educacionais). Por meio dos dados coletados pode-se constatar que o pressuposto inicial deste trabalho, expresso na própria questão de pesquisa, de que a formação continuada contribui para o desenvolvimento profissional, estava correto, pois apesar de todas as limitações apontadas na formação continuada atualmente oferecida por todas as Instituições, ainda assim os docentes consideram que a mesma auxilia muito . Mas pôde-se perceber que há um entendimento restrito de desenvolvimento profissional, como sinônimo de formação continuada e neste sentido, confirmou-se que a formação continuada poderia contribuir efetivamente para o desenvolvimento profissional se contemplasse (1) a reflexão sobre os saberes experienciais; (2) a atualização dos saberes do campo específico da administração; (3) a discussão da função da Universidade e de suas políticas institucionais; (4) a proposta curricular do curso como um todo; (5) o conhecimento da realidade e dos discentes da Instituição

Made available in DSpace on 2016-04-28T20:57:25Z (GMT). No. of bitstreams: 1 Luciana Cicutto Mortarello.pdf: 460717 bytes, checksum: 9014eb9d7e663e8c264b6b5a348d4ac7 (MD5) Previous issue date: 2008-05-08 / The application of Information and Communications Technology (ICT) in the educational area, as a support tool to the learning process, reveals itself as a challenge for both teachers/professors and the educational community. Its insertion in the process transforms the teacher/professor s role since he/she becomes a mediator in the learning process. Due to the concern related to teacher/professor s education in order to function within this new school context, this study focuses its proposition on the relationship of professors of a pedagogy course with the computer during their teaching activity. Five professors belonging to graduate schools from the city of São Paulo took part in this study. The data was collected through testimonials. The first testimonial was written and took the following order: "What is your relationship with the computer as lecturer in the past, today and in the future. In order to have professors disclose in detail the affection perceived in the presented situations in the first testimonial, a second one was requested, and this time an oral testimonial was given. From data analysis, it was possible to note that the relationship of these professors with the computer is currently friendly since they are used to the computer in both their private lives and professional life as lecturer however, not as a support tool for the learning process. The path, nevertheless, shows that this relationship has not always been an easy one, since, at first, most professors had faced hardships to learn computer usage and its resources. The result of this research points out to the fact that if they have a greater demand as to the in-depth use of the computer as a facilitating tool of the learning process, they may respond positively. However, the graduate schools must not simply establish policies for the acquisition of resources but go beyond and offer to professors and students some preparation and motivation to reach such goal / A utilização das Tecnologias da Informação e da Comunicação (TIC) na área educacional, como ferramenta de apoio ao processo de aprendizagem, desvela-se como um desafio, tanto para professores como para toda a comunidade educacional. Sua inserção no processo transforma o papel do professor, uma vez que ele torna-se o mediador no processo de aprendizagem. Devido à preocupação com a formação de professores para atuação nesse novo contexto escolar, esse trabalho propôs-se pesquisar sobre a relação de professores de um curso de pedagogia com o computador em sua atividade docente. Participaram dessa pesquisa cinco professores de uma instituição de ensino superior da cidade de São Paulo. Os dados foram obtidos por meio de depoimentos. O primeiro depoimento foi escrito e teve a seguinte comanda: "Qual sua relação com o computador em seu trabalho docente, ontem, hoje e amanhã. Para que os professores pudessem expor mais detalhadamente sobre os afetos percebidos nas situações apresentadas no primeiro depoimento, um segundo foi solicitado, desta vez de forma oral. A partir da analise dos dados foi possível constatar que a relação desses professores com o computador, atualmente, é amistosa, pois se habituaram a utilizá-lo, tanto na vida particular como em suas atividades docente, porém não como ferramenta de apoio ao processo de aprendizagem. A trajetória mostra, no entanto, que nem sempre essa convivência foi fácil, pois inicialmente, a maioria dos professores teve muitas dificuldades para aprender a utilizar o computador e os seus recursos. O resultado desta pesquisa indica que se forem mais exigidos quanto ao aprofundamento do uso do computador, como uma ferramenta facilitadora do processo de aprendizagem, os professores podem responder de forma positiva; no entanto, as instituições de ensino superior precisam instituir políticas que almejem além da aquisição de recursos, a preparação e a motivação de professores e alunos, para esse fim

Made available in DSpace on 2016-04-27T14:32:14Z (GMT). No. of bitstreams: 1 Adriana Carvalho dos Santos.pdf: 459253 bytes, checksum: 6f3ddde3048dace5131447f87cb6fed0 (MD5) Previous issue date: 2008-05-21 / The objective of this work was to study the features of professors interested in participating in Distance Education (DE) courses. The research was carried out as part of a training process to prepare these professors to develop didactic material and to function as tutors in DE courses. A group of 18 (eighteen) professors of several knowledge areas was involved in this process. They were part of the academic staff of Centro Universitário da Fundação Educacional Guaxupé UNIFEG. The purpose of the study was to evaluate these professors relation with technology, either because they knew about it as part of their undergraduate training or they are using it in their actual practice, and how they act when facing with the challenge of working with DE activities. The use of technologies, especially computers, is always a challenge in the educational field. Many times the theories prevail in the training process. When faced with the need to use technology in the school environment, professors who have not attended training courses related to the use of technology, almost always feel the need to acquire these theoretical concepts. With the growth of DE, it is unavoidable that these professors will have to appropriate these DE concepts and practices. This work describes the phases of the training process that was carried out, which was based on theories related to DE. Several important abilities were required of these professors who did not always identify with these skills. Thus, the work has contributed to identifying several expectations, doubts and difficulties presented by the professors during the training process. The results show that it was possible to identify some features related to the professors performance, although it was not possible to trace precisely their profile. The group of professors was very heterogeneous with respect to: basic computer knowledge, capacity to use technologies in education, creativity, beliefs, commitment and interest. Thus, this complexity of variables (features) made it impossible to trace the professors profile while engaged in DE practices / Esse trabalho teve por objetivo investigar as características dos professores interessados em atuar na Educação a Distância (EAD). A investigação aconteceu como parte da capacitação profissional para o desenvolvimento de material didático para EAD e tutoria, com um grupo de 18 (dezoito) professores de diversas áreas de atuação. Os sujeitos da pesquisa compõem o quadro docente do Centro Universitário da Fundação Educacional Guaxupé UNIFEG. A intenção foi investigar qual a relação que esses professores possuem com a tecnologia, seja por sua formação inicial (graduação) ou pela capacidade de uso dessas tecnologias, e como se apresentam diante do desafio de se capacitarem para atuar na EAD. O uso das tecnologias, aqui, em especial o computador, sempre se apresenta como um desafio no contexto educacional. Muitas vezes a teorização de conceitos prevalece em capacitações de professores para o uso do computador. Quase sempre, o professor que não cursou nenhuma disciplina relacionada às tecnologias e se depara com a necessidade de utilizá-las no ambiente escolar, sente-se desafiado a apropriar-se desses conceitos. Com o crescimento da EAD na área educacional, torna-se inevitável a necessidade de apropriar-se de conceitos e práticas que envolvem a EAD. Esse trabalho descreve as etapas da capacitação realizada, que está embasada em conceitos teóricos sobre EAD. Várias habilidades necessárias são exigidas desse profissional que nem sempre se identifica com elas. Nesse sentido, o trabalho contribuiu com o levantamento de várias expectativas, dúvidas e dificuldades apresentadas pelos professores, durante a capacitação. O resultado da pesquisa mostra que foi possível, detectar algumas características quanto à atuação dos professores, embora não tenha sido possível delinear com maior exatidão o perfil desses. O grupo de professores se apresentou de forma heterogênea em relação à: conhecimentos básicos de informática, práticas docentes que envolvem o uso das tecnologias, criatividade, crenças, comprometimento e interesse. Assim, essa complexidade de variáveis (características) não permitiu traçar o perfil do professor que se envolve com as práticas de EAD

Objetivo. O objetivo principal desta tese é conhecer a influência da internet nas atividades acadêmico-científicas da comunidade brasileira de docentes da área de saúde pública. Métodos. Estudo transversal, centrado na opinião do usuário sobre o uso e a influência da internet na prática de ensino e pesquisa no âmbito acadêmico. A população do estudo constitui-se de 237 docentes vinculados aos programas de pós-graduação em saúde pública, nos níveis mestrado e doutorado, das instituições brasileiras de ensino superior cadastradas no sistema CAPES (Fundação Coordenação de Aperfeiçoamento de Pessoal de Nível Superior) em 2001. Para a obtenção dos dados, optou-se pelo uso de questionário auto-aplicável preenchido via web e encaminhado via correio eletrônico, com internet disponibilizada em servidor UNIX. Para os que não responderam o instrumento eletrônico, foram enviados questionários impressos. Resultados. A taxa de retorno do questionário foi de 63,7%. O uso da internet foi apontado por 94,9% dessa comunidade, sendo o correio eletrônico (96,9%) e a web (91,1%) os recursos mais utilizados. A influência mais marcante da internet foi na comunicação entre os docentes, principalmente para o desenvolvimento de pesquisas, propiciando mais colaboração com colegas de instituições nacionais e estrangeiras. Considerou-se que a atividade acadêmica de busca de informação bibliográfica e de textos completos foi muito beneficiada pela utilização da internet. Quanto à divulgação de resultados de pesquisa, ainda há predominância dos formatos impressos, principalmente em artigos de periódicos de circulação nacional. Os docentes que declararam não utilizar a internet justificaram o fato argumentando falta de motivação, expressada em questões de caráter subjetivo, como a resistência em usar novas tecnologias, a falta de tempo para usar a internet e a facilidade de conseguir de seus colegas o material de que precisam. Conclusões. Os dados mostram que a internet influenciou o trabalho dos docentes e afeta o ciclo da comunicação científica, principalmente na rapidez de recuperação de informações. Entre os docentes, há forte tendência em eleger a comunicação entre pesquisadores como a etapa que mais mudou desde o advento da internet no mundo acadêmico-científico brasileiro. / Objective. The main objective of this study is to investigate the influence of the Internet on the academic-scientific activities of Brazilian professors of the public health area. Method. Transversal study centered on the user view about influences of the internet on the academic teaching and research. The study’s core was constituted by 237 professors from public health post-graduation programmes of higher education institutions in Brazil, in master’s and doctoral levels, registered in the CAPES System (Brazilian Ministry of Education’s foundation for the qualification of higher education professors) in the year 2001. Data were collected by means of a self-applicable questionnaire that professors answered and sent through the web (by electronic mail), Internet access via a UNIX server. Those who did not answer the electronic instrument received printed questionnaires. Results. The return rate of the questionnaires was 63.7%. The great majority of the population (94.9%) answered that they use the Internet, the electronic mail (96.9%) and the web (91.1%) were the most used resources. The strongest influence of the Internet on scientific communication in the public health area concerns communication among professors, with the aim of developing research, enabling greater collaboration with colleagues both from Brazilian and foreign institutions. Searches for bibliographic references and for full texts were considered academic activities that benefited a lot from Internet use. As for release of research results, printed formats still prevail, mainly articles published in national circulation journals. The professors who stated that they do not use the Internet argued that the reason for this is lack of motivation, expressed through subjective questions, such as resistance to use new technologies, lack of time to use the Internet and facility of obtaining what they need from their colleagues. Conclusions. Data show that the Internet influenced the academic’s work and has been affecting the cycle of scientific communication, mainly due to the high speed with which information can be recovered. Communication among researchers seems to be the stage that changed the most since the advent of the Internet in the Brazilian academic-scientific world.