Made available in DSpace on 2016-04-28T20:40:05Z (GMT). No. of bitstreams: 1 Maria Cristina Soares Esteves.pdf: 936226 bytes, checksum: b2191fdecc05ab98dad91cd21b66f0a9 (MD5) Previous issue date: 2009-05-25 / Coordenação de Aperfeiçoamento de Pessoal de Nível Superior / This work is based on questionings concerning the pedagogical area in Psychology. It aims at understanding the meanings of religiosity for professors and supervisors acting in Psychology under-graduation courses, since literature tells us that it is practically absent in the formation of a psychologist. Besides, it is hard for professionals to deal with it. In order to analyze this subject from the viewpoint of psychology professors, a qualitative research was developed based on phenomenology, and supported by the method proposed by Forghieri (1993) and Giorgi (1985), in an attempt to look into professors experiences through semi-conductive interviews. The analysis aimed at understanding the meanings they detect in religiosity, and how the latter interferes in their attitudes towards students, both as professors and supervisors. Whenever the religious theme, comes up in the classroom, it provokes different positions, with several directions, depending on how the professor lives and understands his own religiosity. Thus, the meaning of this theme in a person s life history is taken to the classroom, and becomes a part of the formation of future psychologists. This research emphasizes the need to increasingly study the religious experience lived by psychologists and professors, as well as how they influence their theoretical positions and practices, aiming at offering the students a more complete formation / Este trabalho parte de indagações surgidas no âmbito da docência em psicologia. Seu objetivo é compreender os significados da religiosidade para professores, docentes supervisores do curso de graduação de psicologia, visto que a literatura relata a pouca inserção deste tema na formação do psicólogo e a dificuldade vivenciada pelos profissionais ao lidarem com esta questão. Com o intuito de refletir sobre este assunto do ponto de vista dos docentes psicólogos, foi desenvolvida uma pesquisa qualitativa de base fenomenológica, apoiada no método sugerido por Forghieri (1993) e Giorgi (1985), a qual procurou investigar as vivências dos professores por meio de entrevistas semidirigidas. Sua análise buscou compreender os significados atribuídos por eles à religiosidade e como esta interfere na sua atitude com os alunos, no exercício da docência e da supervisão. Observa-se que o tema religioso, quando aparece em sala de aula, provoca diferentes posicionamentos, com diversos enfoques, dependendo da forma como o professor vive e compreende sua própria religiosidade. Assim, o significado que este tema adquire na história de vida da pessoa é levado para a sala de aula e se torna parte da formação dos futuros psicólogos. Esta pesquisa evidencia a necessidade de se estudar cada vez mais a experiência da religiosidade vivida pelos psicólogos e educadores, e o modo como esta vivência influi em suas posições teóricas e em sua prática, visando oferecer ao aluno uma formação mais completa

Made available in DSpace on 2016-04-29T13:31:07Z (GMT). No. of bitstreams: 1 Sheila Ferreira Miranda.pdf: 1742629 bytes, checksum: bf5a8661f65c39c36fa9c174d89da31d (MD5) Previous issue date: 2013-12-02 / Coordenação de Aperfeiçoamento de Pessoal de Nível Superior / The effects of intergenerational transmission of poverty perpetuated by discrimination, support today, the persistence of the confinement of the black segment to the lower strata and the subsequent alienation of these individuals from access to quality education in the Brazilian context. When the possibilities for the integration of the blacks into the category of academic professionals are considered, we realize that the Brazilian higher education institutes provide alarmingly racist quantitative indices, buffered by a justificatory discourse which, tied to the ideal of meritocracy and to the apology of competence, overshadow, in ideological terms, the dimensions brought by the effects of racial discrimination. Therefore, we set out to try to understand the directions given to the condition of being black in the university and thus, six oral history interviews with individuals who seek or are already inserted in such academic context were performed. It was concluded that we are facing a problem which bring us to the context of identity of such individuals, who even after their admission to the universities, are impelled to assert themselves permanently, both as professionals in the academy, and as black academic professionals. However, it was also analyzed that the energy of individual projects of transformation, the echoes of collective militancy and the instituting forces of the university can lead to multiple emancipatory possibilities. Due to all these issues above, we defend the thesis of the impossibility of discussing the lack of blacks in the university teaching system, when performed only under the assumptions of personal qualification and merit, which also implies the introduction of a debate in favor of the expansion of the quota system to higher strata within the Brazilian academic context / Os efeitos da transmissão intergeracional da pobreza perenizados pela discriminação, sustentam na atualidade, a persistência do confinamento do segmento negro aos estratos mais inferiores e a consequente alienação destes indivíduos aos acessos educacionais de qualidade no contexto brasileiro. Ao pensarmos nas possibilidades de inserção dos negros à categoria de profissionais acadêmicos, percebemos que o âmbito universitário do país apresenta índices quantitativos alarmantemente racistas, tamponados por um discurso justificatório que, atrelado ao ideal da meritocracia e à apologia da competência, obscurecem de forma ideológica as dimensões tomadas pelos efeitos da discriminação racial. Por estes caminhos tomados, decidimos compreender os sentidos dados à condição de ser negro na academia, realizando seis entrevistas em história oral com sujeitos que buscam ou já estão inseridos de alguma forma neste contexto. Concluímos que estamos diante de um problema o qual nos remete ao contexto identitário destes sujeitos, que, mesmo após o seu ingresso no meio acadêmico, são impelidos a se auto afirmarem permanentemente, tanto na condição de profissionais da academia, como na condição de profissionais acadêmicos negros. Entretanto, analisamos também que a energia dos projetos individuais de transformação, os ecos da militância coletiva e as forças instituintes da universidade podem proporcionar a criação de múltiplas possibilidades emancipatórias. Por todas estas questões elencadas, defendemos a tese da impossibilidade de discussão da carência de negros no sistema docente universitário, quando realizada unicamente sob os pressupostos da qualificação e mérito pessoais, que implica também na introdução de um debate favorável à ampliação do sistema de cotas aos mais altos estratos do contexto acadêmico brasileiro

Made available in DSpace on 2016-04-27T16:57:08Z (GMT). No. of bitstreams: 1 Lieth Maria Maziero.pdf: 4177760 bytes, checksum: a3cd02933ff885c8eff42cce94f4e581 (MD5) Previous issue date: 2011-06-08 / Secretaria Municipal de Educação de Piracicaba / The objective of this research is to consider the professor continued formation, which background is a didactical sequence related to geometric constructions with a ruler and quadrilateral compass. The work developed intended to respond to the following research point: Is the use of geometric constructions with a ruler and a compass an instrument which favors the development of the geometry knowledge of the professors? The target public was made of primary mathematics professors. The research has a qualitative imprint, but we have especially considered the principles of the action research. For this research development we have relied on Ibermon (2010) and Shulman (1996) studies. The research results evaluation has disclosed difficulties on the part of these professors, related to the ruler and compass use, as well as the various figures properties articulation to be constructed as a way to justify such constructions. These findings are a sequence of activities to be used by primary school professors / Esta pesquisa se insere no âmbito das pesquisas de formação de professores, e teve como proposta a elaboração de uma sequência didática envolvendo construções geométricas com régua e compasso de quadriláteros. O trabalho objetivou responder à seguinte questão de pesquisa: A utilização de construções geométricas com régua e compasso favorece o desenvolvimento dos conhecimentos dos professores em Geometria? Os sujeitos de pesquisa são professores de Matemática do Ensino Básico. A metodologia utilizada é de cunho qualitativo, mais especialmente, a pesquisa ação. Para o desenvolvimento da pesquisa apoiamo-nos nos estudos e Imbernón (2010) e Shulman (1996). A análise dos resultados da pesquisa revelou dificuldades por parte dos professores, participantes, em relação ao uso da régua e do compasso, assim como a articulação das diversas propriedades das figuras a serem construídas e as justificativas das construções. O produto final, resultante deste trabalho, é uma sequência de atividades para uso de professores do Ensino Básico

Abordo nesta tese a invasão / ocupação da Universidade Federal do Rio Grande do Sul – UFRGS, desde o seu surgimento, por pessoas negras. Trago como objetivo principal o registro da percepção de seis docentes de três cursos de licenciatura: História, Letras e Pedagogia, sobre modificações ocorridas na universidade, considerando a adoção do Programa de Ações Afirmativas, inserido a partir de 2008. No trabalho utilizo o método da entrevista compreensiva, para conhecer o posicionamento do grupo de docentes frente à adoção do Programa de Ações Afirmativas, do desempenho do alunado cotista e de possíveis alterações na grade curricular, levando em conta o disposto na legislação referente à Educação das Relações Étnico-Raciais - ERER. Busquei destacar a permanente presença de mulheres negras e de homens negros na UFRGS. Contei com grupo de pessoas negras e não negras que invadiram / ocuparam a tese com escritos. São textos que denotam o compromisso da população negra com a educação em seus diversos níveis. Referem também o compromisso com a mudança da sociedade Cabe evidenciar que a tese foi efetivada após passados 30 anos da elaboração da dissertação de mestrado intitulada ¿A Exclusão da Cultura Negra dos Currículos Escolares: uma questão só de desconhecimento histórico?, na qual entrevistei docentes de escolas públicas estaduais. Naquele período inexistia legislação determinando o ensino da cultura e da história africana, afro-brasileira e indígena. A possível originalidade esboçada na tese referiu-se à investigação do compromisso de docentes de licenciaturas da UFRGS no tocante ao ingresso de alunos pelo Programa de Ações Afirmativas, como também pela valorização das culturas africana / afro-brasileira e indígena, tendo em vista a invasão / ocupação da UFRGS por alunos autodeclarados pretos, pardos e indígenas, que trazem em seus corpos marcas inalienáveis de outras culturas. / I approach on this thesis the invasion / occupation by black people of the Universidade Federal do Rio Grande do Sul – UFRGS since the beginning of this institution. I bring as main objective the registration of the perception of six different professors from three teaching courses: History, Languages and Pedagogy, about the modifications within the university, considering the adoption of the Affirmative Actions Program, founded in 2008. In the study, I use the method of comprehensive interview, in order to get to know the perspective of this group of professors about the adoption of the Affirmative Actions Program, the performance of students who are a part of the Affirmative Action Program and possible alterations in the curricular schedule, taking into consideration the legislation regarding the Education of Ethnic-Racial Relations - ERER. I seeked to highlight the permanent presence of black women and men at UFRGS. Black and non-black people had also invaded/occupied the thesis with written pieces. They are texts that denote the commitment of the black population with the education in its different levels. They also refer the commitment with the change in society It is important to highlight that the thesis was made 30 years after the elaboration of the dissertation of master’s called The Exclusion of the Black Culture from School Schedule: a mere issue of historical ignorance? in which I interviewed teachers of public schools within the state. In that period, there wasn't any law determining the teaching of African, Afro-brazilian and indigenous culture and history. The possible originality sketched in the thesis referred the investigation of the commitment of professors of teaching courses at UFRGS in regards to the ingression of students of the Program of Affirmative Actions, as well as for the valuation of the African/afro-Brazilian and indigenous cultures, taking into consideration the invasion/occupation of UFRGS by self-declared black, brown and indigenous students, who bring in their bodies inalienable marks of other cultures.

O presente trabalho caracteriza-se como um Estudo de Caso, com o objetivo de compreender a prática docente de professores-pesquisadores do Instituto de Física de São Carlos, da Universidade de São Paulo. Foi utilizada a abordagem qualitativa de pesquisa educacional. Foram observadas as aulas ministradas no segundo semestre de 1994 de quatro professores, em disciplinas do Bacharelado e da Licenciatura, bem como realizadas duas entrevistas estruturadas com cada um deles. O elemento norteador na seleção dos professores foi a preocupação demonstrada também com o ensino, num ambiente profissional caracterizado pela projeção nacional e internacional na pesquisa em Física Teórica e Experimental. A análise dos dados foi realizada a partir de nove categorias criadas para essa finalidade e que englobam os principais aspectos da dinâmica de sala de aula. São as seguintes categorias: Planejamento, Execução, Docência, Interação, Avaliação, Binômio Ensino/Pesquisa, Características dos Professores, Experiências Anteriores e Dimensão Pessoal/Profissional. Nas conclusões buscou-se oferecer subsídios para futuros encaminhamentos quanto à formação continuada de professores de Física e de áreas correlatas, no ensino superior. Enfatizou-se a prática reflexiva por meio da tomada de consciência, direcionada ao processo de ensino e de aprendizagem. / The present work aims to understand the teaching practice at graduate level used by Physics teacher-researchers. It is a Case Study on four teachers who carry out activities in teacher education and in bachelorship at the Physics Institute of São Carlos - USP. The choice of teachers was based in the evidence that their actuation also denotes preoccupation with the teaching practice in a professional environment which is characterised by the national and international projections in research on Theoretical and Experimental Physics. The qualitative approach in educational research was used. Two interviews were effectuated with each one of the four teachers and observation of their lessons throughout the second semester of 1994 was carried out. The data analysis was carried out from nine categories that were created for this purpose and which embody the main aspects found in the classroom. The conclusions aim to offer subsidies for future applications concerning the continued education of Physics teachers and teachers from proximal fields. The reflective practice and awareness directed to the learning and teaching processes are emphasised.

A tecnologia integra a cada dia mais a rotina das pessoas com os tablets, smartphones, computadores etc. Contudo, pesquisas demonstram que o uso da tecnologia no ambiente educacional, inclusive nos cursos superiores em Ciências Contábeis, ainda é reduzido. Em algumas instituições públicas de ensino superior é possível encontrar estrutura tecnológica adequada, alunos e alunas da chamada Geração Y com apreço por tecnologia e professores que demonstram interesse em adotá-la. No entanto, a inserção dos recursos tecnológicos nos cursos de Ciências Contábeis ainda está em estágio inicial. Ciente deste contexto, buscou-se nesta pesquisa analisar os fatores que estão relacionados com a adoção e o uso da tecnologia pelos docentes em Ciências Contábeis. Tecnologia é um termo amplo e nesta pesquisa optouse por dar enfoque ao Ambiente Virtual de Aprendizagem (AVA), que é uma ferramenta que disponibiliza uma série de recursos aos professores para uso em atividades síncronas e assíncronas. A pesquisa tem como base o modelo Unified Theory of Acceptance and Use of Technology (UTAUT), que foi desenvolvido para explicar o processo de adoção de tecnologia em ambientes corporativos. Assim, acrescentou-se a esse modelo um novo fator específico para o contexto educacional, Concepção Pedagógica, visando contribuir com o quadro teórico dos modelos de adoção de tecnologia. A pesquisa é qualitativa, sob a forma de estudo de caso em uma importante e tradicional universidade pública brasileira, com a coleta de dados por meio de entrevistas realizadas com dez professores do curso de graduação em Ciências Contábeis na modalidade presencial que utilizam o AVA, três responsáveis técnicos pelos ambientes disponíveis, o Coordenador do Curso e o Chefe do Departamento. A partir da análise pode-se constatar a presença marcante do fator Expectativa de Desempenho entre os docentes pesquisados, demonstrando ser um fator relevante em conformidade com a literatura. A Expectativa de Esforço e a Influência Social demonstraram relevância para alguns professores e não para outros. A Expectativa de Esforço foi mais significativa para os docentes com menor experiência com tecnologia, não sofrendo impacto da idade ou gênero. Notou-se também que professores com uso avançado do ambiente podem influenciar professores com menor uso ao trabalharem juntos. As condições facilitadoras do ambiente permitiram a adoção dos ambientes, proporcionando estrutura e suporte adequado. O fator Concepção Pedagógica não demonstrou relação com o processo de adoção, visto que professores com ensino centrado no aluno e docentes com perfil de ensino centrado no professor adotaram igualmente o AVA. No tocante a relação entre a Concepção Pedagógica e o uso do ambiente notou-se uma associação, visto que docentes com perfil de ensino centrados no professor (tradicional) tendem a utilizar o AVA apenas para disponibilização de arquivos e envio de mensagens, enquanto professores com perfil de ensino centrado nos estudantes utilizam um número maior de recursos. A partir dos resultados, contribui-se com o quadro teórico demonstrando indícios que a Concepção Pedagógica aplicada ao modelo UTAUT não tem relação com a decisão de adoção do ambiente, mas demonstra relação com o uso deste. Os resultados da pesquisa têm implicações para administradores (coordenadores e chefes) que queiram incentivar o uso de AVA em seus cursos. Podem ainda ser aplicados em estratégias institucionais para promover a adoção de tecnologia em ambientes educacionais. Pesquisas futuras para utilizar o modelo modificado em pesquisas quantitativas e estudos de caso múltiplos com o intuito de comparar estratégias diferenciadas de adoção podem ser particularmente interessantes. / Technology is increasingly ubiquitous in people\'s routine in the shape of tablets, smartphones, computers, etc. However, researches show that the use of technology in the educational environment, including university Accounting courses, is still sparse. In some public higher education institutions, it is possible to find an adequate technological structure, students of the so-called Y Generation who are keen on technology and professors who show an interest in adopting it. However, the adoption of technological resources in Accounting courses is still at an early stage. Aware of this context, the present research sought to analyze the factors related to the adoption and use of technology by Accounting professors. Technology is a broad term and in this study it was decided to focus on the Virtual Learning Environment (VLE), a tool that provides to professors with a series of resources for use in synchronous and asynchronous activities. The research was developed using the Unified Theory of Acceptance and Use of Technology (UTAUT) model, formulated to explain the technology adoption process in corporate settings, together with a new factor - Pedagogical Conception - which is specific to the educational context. The aim was to enhance the theoretical framework of technology adoption models. The research was developed in a qualitative method by performing a case study in a prominent and traditional Brazilian public university. Data was collected through interviews with ten professors of the undergraduate Accounting course who use the VLE, three people technically responsible for the environments available, the course coordinator and head of the department. The analysis of the data revealed the decisive presence of Performance Expectancy in all professors surveyed, showing that it is an important factor and thus confirming the findings of the literature. Effort Expectancy and Social Influence were important for some professors and not for others. Effort Expectancy was more significant for professors with less experience in the use of technology, while age and gender had no impact. It was also observed that professors who are well advanced in the use of the environment can influence professors who use it less when working together. The Facilitating Conditions of the environment allow the adoption of environments, thus providing an adequate structure and support. The Pedagogical Conception factor was not related to the adoption process, given that professors with a student-centered learning approach and those with a teacher-centered profile both adopted the VLE. However, a relation was observed between Pedagogical Conception and the use of the environment, given that professors with a teacher-centered learning profile (traditional) tend to use the VLE merely to make files available and send messages, whereas professors with a student-centered learning profile use a larger number of resources. The study contributed to the development of the theoretical framework by showing that when Pedagogical Conception is applied to the UTAUT model, the results show that this factor is related to the VLE use but not to its adoption. The research outcomes have implications for institutions\' administrators (coordinators and head) aiming at motivate the VLE use in their programs. They may be applied when defining institutional strategies to promote the adoption of educational technologies. Future research could utilize the modified model proposed in a quantitative approach. Multiple case-studies with the goal of comparing differentiated adoption strategies may be of particular interest.

Na universidade brasileira, a formação de professores tem ocupado um lugar secundário. As prioridades são concentradas nas funções de pesquisa e elaboração do conhecimento científico, em geral consideradas com exclusividade nos programas de pós-graduação stricto sensu. Por outro lado, os cursos e estágios de formação pedagógica, oferecidos pelos Programas de Pós-graduação, pretendem proporcionar oportunidades de experiência para o desenvolvimento de pós-graduandos. A presente pesquisa busca, discutindo conceitos como cuidado de si e experiência, propiciar ao leitor o contato com discursos produzidos por pós-graduandos que hoje são docentes das três universidades estudais paulistas (UNESP, UNICAMP e USP) das áreas de humanas, biológicas e exatas e que foram formados nos cursos de pós-graduação stricto sensu das instituições em que hoje lecionam. As discussões revelam uma variedade de sentidos, discursos, concepções, conceitos e ideias sobre ser e tornar-se docente universitário. / At the University in Brazil, the formation of professors has occupied a secondary place. Priorities are concentrated on the functions of research and elaboration of scientific knowledge, usually considered exclusively at the postgraduate education programs strictu sensu. In a different manner, courses and internships of pedagogic formation, offered by post-graduation programs, intend to provide opportunities of experiences to the development of post-graduation students. This research, discussing concepts of self-care and experience, aims to offer the reader the contact with discourses produced by those post-graduate students who are currently professors at state universities in São Paulo (UNESP, UNICAMP E USP). These tutors, whose formation might be in the fields of humanities, exacts or biologics, were students from the program of post-graduation at the university where they currently work. Discussions reveal a variety of meanings, discourses, conceptions, concepts and ideas about being and becoming a professor at the university.

Depuis la création du Conseil constitutionnel, onze professeurs de droit ont accédé à l’institution. Il s’agit ici de comprendre et de définir les mécanismes à l’origine de leur sélection, leurs rôles spécifiques dans le processus d’élaboration des décisions de façon à délimiter leurs apports à la juridiction constitutionnelle. Il apparaît alors nécessaire de repenser les conditions d’accès au Conseil constitutionnel tant la contribution de ces universitaires à l’élaboration et à l’essor des méthodes de travail et de la jurisprudence du Conseil constitutionnel a été considérable, au point d’approfondir les rapports entre fonction doctrinale et fonction de juger. / Since the establishment of the Constitutional Council, eleven law professors have joined the institution. This thesis then began to understand and define the mechanisms behind their selection, their specific roles in the decision-making process so as to define their contributions to the constitutional court. It appears then necessary to reconsider the conditions of access to the Constitutional Council as their contribution to the development and the development of working methods and jurisprudence of the Constitutional Council was considerably developed to deepen the relationship between teaching office and judicial function.

Doctor of Philosophy / Curriculum and Instruction / Thomas Vontz / This phenomenological study hermeneutically explores law professors’ felt experiences within online existential lifeworld spheres. Prose, poetry, color images, and virtual journeying provide descriptive and interpretive text suggesting expansion of Gadamer’s fusion of horizonal understanding. Law professors who teach asynchronously online selected five color images from pixabay.com corresponding with the five universal existential themes: body, space, time, relationships and material things/technology (van Manen, 2014) as catalysts to conversationally explore what it feels like to transition from classroom to online instruction. Multiple phenomenological, artistic, and scientific theories prismatically amplify and explain the study’s design: Gadamer’s hermeneutical circle of understanding (1960/2006), Termes six-point spherical perspective (2016), Einstein’s closed yet unbounded universe (Egdall, 2014), and Seamon’s concept of “at homeness” (2012). Dialogical understanding of Self and Other(s) through Gadamer’s call for festival and serious play (1960/2006) is activated: The reader is invited to interact with the study text through visual and auditory web experiences. Researcher’s hermeneutic and existential retelling of the professors’ conversations begins to unfold metaphorically around a table within a virtual forest. When researcher’s previously bracketed-away prejudice for incorporating synchronous modalities into online learning erupts, professors’ longing felt for classroom home actualizes and ultimately emerges as a sixth existential dimension proposed by the researcher. A culminating journey through virtual desert in search of online home continues the retelling and metaphorically incorporates all six existential themes. Dramatic changes in researcher’s lifeworld view, ways of knowing and being, self view, self action and pedagogical development as a result of conducting the study are summarized. Future research is implicated including exploration of professors’ existentially felt experiences while teaching synchronously online and deep-mining professorial empathy toward students. Factors that impinge on all law professors’ transitioning to online instruction contextually anchor the study: 1) Legal pedagogy’s evolution from 18th Century professional skills training through the late 19th Century intrusion of legal doctrine instruction, and 20th Century paralegal skills training; 2) The American Bar Association’s 21st century mandates for graduating students with both legal skills and legal doctrine training; 3) 21st Century pedagogical Immutables (teaching online, teaching legal job skills, teaching legal doctrine, teaching to standardized tests); and 4) 21st Century Protean Challenges (institution and student demand for technology-based instruction, the Global Legal Services Industry’s hierarchical control over legal education and practice, enrollment and tuition crises, multi-cultural limitations, and the pedagogical conundrum of choosing among multiple online design and delivery modalities).

<p>Cilj istraživanja je da se dokumentuju različiti identiteti profesorki univerziteta koje su oti&scaron;le iz Srbije u razne akademske sredine u svetu i ostvarile profesionalnu karijeru.<br />Hipoteze su shodno cilju rada:<br />H-1: Prva hipoteza je da su profesorke u akademskoj dijaspori oti&scaron;le u inostranstvo kako bi uspe&scaron;no izgradile profesionalnu karijeru u vreme kada u zemlji porekla za to nisu postojali dovoljni uslovi u onim naučnim disciplinama za koje su se one opredelile.<br />H-2: Druga hipoteza je da sve profesorke u akademskoj dijaspori imaju promenljive, vi&scaron;estruke identitete.<br />H-3: Treća hipoteza je da empirijski podaci o životu profesorki u akademskoj dijaspori pomažu da se izgradi strategija saradnje profesorki iz dijaspore sa univerzitetskim centrima ovde.<br />Osnovni i kontrolni korpus za analizu čini 21 životna priča profesorki koje su obrazovanje za karijeru stekle na univerzitetima u Srbiji, a profesionalnu karijeru ostvarile u raznim zemljama Evrope i sveta. Audio zapisi snimljenog razgovora za ukupno 11 profesorki, zabeleženi tokom &scaron;est godina (2009-2015), audio zapisom (24 sata) na osnovu polustrukturiranog upitnika, transrkibovani u formu pisanog teksta (256 stranica). Kao kontrolni korpus empirijskih podatka su objavljenih 10 životnih priča profesorki sa Univerzitetu u Novom Sadu (Savić 2015). Osnovni kriterijumi za odbir žena su: da su rođene u Republici Srbiji (gde su provele detinjstvo, deo ili svo obrazovanje), a ostvarile akademsku karijeru u nekoj od zemalja sveta.<br />Podaci pokazuju da su sve profesorke uskladile profesionalni i privatni život i da je jedan hranio drugi u njihovoj uspe&scaron;noj karijeri.<br />Za profesionalni rad i za odlazak u zemlje destinacije (prijema) profesorke su imale podr&scaron;ku bračnih partnera, koja je bila neohodna, s obzirom na činjenicu da su sve profesorke u akademskoj dijaspori nailazile na brojne prepreke i izazove od momenta odlaska iz zemlje porekla i tokom građenja karijere (na primer, neke su visoko &scaron;kolovanje ponovile, ili su promenile profesiju ili oblast kojom se bave, a deo je nastavio usavr&scaron;avanje).<br />Obrazovanje je presudno i za vaspitanje potomstva - vrhunsko obrazovanje u skladu sa željama i afinitetima svoje dece.<br />Jezički identitet profesorki u akademskoj dijaspori povezan je sa profesionalnom orijentacijom vi&scaron;e nego sa nacionalnim identitetom.<br />Profesorke su se trudile da njihova deca u dijaspori nauče maternji jezik (jezike) roditelja, iako su deca rođena, ili najveći deo svog života, provode u zemlji destinacije, pa se može govoriti o dva (ili vi&scaron;e) maternjih jezika.<br />Najupečatljivija sličnost profesorki UNS i profesorki u akademskoj dijaspori je njihova jednaka želja i volja za obrazovanjem, usavr&scaron;avanjem i napredovanjem u struci i naučnom radu, bez obzira na cenu i prepreke sa kojima su suočene.<br />Takođe, jednako važna sličnost jeste diskriminacija sa kojom se susreću u građenju svojih karijera, profesorke UNS prilikom napredovanja, a profesorke u akademskoj dijaspori prilikom zaposlenja, bavljenja svojom strukom i, takođe, eventualnog napredovanja.<br />Sve profesorke u akademskoj dijaspori žele profesionalno da sarađuju sa univerzitetima i naučnim (i drugim) institucijama u Srbiji, ali ne postoji sistemsko re&scaron;enje za takvu saradnju u sada&scaron;njem trenutku u Srbiji.<br />Ženska iskustva ovde objedinjena svedoče o neiskori&scaron;ćenim resursima, izostalim u saradnji i angažmanu profesorki iz akademske dijaspore u Srbiji danas. Ona mogu dobro poslužiti za sačinjavanje dugoročne strategije o implementaciji znanja i postignuća akademskih profesorki u domaćem okuženju.<br />Značajno je &scaron;to se u okviru interdisciplinarnih rodnim studija objedinjuje problematika migracija žena, naročito povezano sa profesijama, jer je izvesno da će migracije biti dugoročna tema u budućnosti cele civilizacije. Postoje programi i predmeti koji se bave visokim obrazovanjem žena u profesijama i na kojima se izvode istraživački projekti na kojima se sakuplja empirijski materijal.<br />Mogućnost primene rezultata:<br />1. Empirijski podaci o identitetu akademski obrazovanih žena iz dijaspore, od kojih je jedan i rodni, poslužiće u teorijskoj raspravi o odnosu elemenata identiteta u odnosu na rod.<br />2. Empirijski podaci mogu dobro poslužiti u praksi za predlog strategije za saradnju, eventualni povratak, akademski usmerenih žena iz dijaspore u akademsku elitu u Republici Srbiji (i regionu biv&scaron;e Jugoslavije).<br />3. Bogaćenje postojeće baze podataka životnih priča žena u Republici Srbiji iz različitih nacionalnih zajednica koje su svoje živote ostvarile u 20. i 21. veku.<br />Rezultati doktorske disertacije treba da posluže u razvijanju strategije o implementaciji postignuća akademskih žena u domaćem okuženju.</p> / <p>The goal of the research is to document different identities of female university professors who left Serbia and went to other academic communities throughout the world, in order to achieve their professional career.<br />Hypothesis of the work:<br />H-1: First hypothesis is that female professors of the academic diaspora have left their countries in order to be able to successfully build their professional careers elsewhere, during times when it was impossible for them to do so in their own countries, due to lack of sufficient conditions which would facilitate their domestic careers.<br />H-2: Second hypothesis is that all professors in the academic diaspora have variable, multiple identities.<br />H-3: Third hypothesis: empirical data on lives of professors within the academic diaspora are helpful in building of the cooperation strategy between the professors from diaspora and domestic university centres.<br />The basic and control group of analysis consists of 21 life stories of female professors who have acquired their career education within Serbian universities, while their professional career was established in different countries in Europe and throughout the world. Audio recordings of 11 professors, made during a period of six years (2009-2015) in a form of conversations according to previously prepared semi-structured questionnaires (24h of audio material), were transcribed to a form of written text (256 pages in total). 10 life stories of University of Novi Sad&#39;s female professors were published as a control material (Savic 2015). The basic criteria for the selection of women: they were all born in the Republic of Serbia (where they have spent their childhood and finished some or all of their education), while achieving their career somewhere else in the world, outside Serbia.<br />The data shows that all professors have managed to balance their professional and private life, and it turned out that &quot;one&quot; was facilitating the &quot;other&quot;, during their successful career.<br />All professors had support of their spouses for their professional work as well as for relocation to foreign countries. Such support proved to be necessary, since all of them encountered obstacles and challenges within the academic diaspora, from the moment they left their country as well as during their professional career (e.g.: some of them had to repeat/retake their higher education, or to change the profession or area/field of work, while some of them continued with their academic specialization).<br />Education proved crucial for upbringing of their children, too. Top notch education according to desires and affinities of their children.<br />Language identity of the professors within the academic diaspora is more connected to their professional orientation than to their national identities.<br />Professors have tried to teach their children their mother tongue, even though they were born (or have spent the most of their lives) in foreign countries, so it wouold be safe to say that those children have two (or more) languages that they consider as their native.<br />The most striking resemblance between the professors of the Novi Sad University (UNS) and professors in academic diaspora is their equal desire and thrive for education and advancement within their science and field of work, regardless of the cost and obstacles they have encountered, during that journey.<br />Equaly important similarity is the discrimination they have faced during their careers. UNS professors have faced discrimination on their scientific path and advancement, while academic diaspora professors have faced it regarding their employment, their field of expertise and possible advancement, as well.<br />All professors from academic diaspora are willing to cooperate with universities and other scientific institutions in Serbia, but the lack of systematic solutions for such cooperation in Serbia at this point is preventing them to do so.<br />Female experiences encompassed here, are witnessing the unused resources, which are missing when it comes to cooperation and engagement of academic diaspora professors in Serbia today. They can serve as a starting point for making a longterm strategy on implementation of knowledge and achievements of female academic professors in domestic surroundings.<br />It is significant that the issue of female migration, especially when it is connected to their work and profession, is intertwined within the interdisciplinary gender studies, since it is certain that migrations will be a longterm subject in the future of the whole civilisation. There are programs and courses dealing with higher education of women, collecting empirical material during research projects.<br />Possibilities for application of results:<br />1. Empirical data on identitiy of academically educated women from diaspora (gender being one of them) will serve during theoretical discussions on relationship of the elements of identity and gender.<br />2.Empirical data have practical significance, as they may serve as a proposition and starting point of the cooperation strategy, as well as for the possible return of the female academic experts from the diaspora back to academic elite of Serbia (and the Ex-YU region).<br />3. Enrichment of the existing data base of life stories of women from the Republic of Serbia, members of different national communities, who have accomplished their lives in the 20th and 21st century.<br />The results of the PhD thesis should serve the development of a strategy on implementation of academic women&#39;s achievements, in domestic surroundings.</p>