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Previous issue date: 2007-12-13 / The objective of this study was to investigate the elements that contribute to the state of stress which often affects those who embrace the university teaching career, and also to
learn whatever strategies professors use to cope with stressing situations in order to develop resilience and a sound exercise of their profession. To the very nature of university teaching belong a variety of attributions, demands and challenges which, together, may contribute to the development of stress. The epistemological principles
which guided this research were those of Complex Thinking, which facilitate a deeper comprehension of the human and social phenomena as viewed through the lens of complexity principles: the dialogical principle, the organizational recursivity principle and the hologramatical principle. Fully acknowledging the many difficulties brought about by any attempt that would try to explain human phenomena based only on one theoretical reference, we have elected multi-referentiality as the support for this study, thus being able to dialogue with a variety of authors about the same phenomenon. This was a qualitative research in which questionnaires and interviews were used as instruments for the empirical work. The data has been articulated into categories and
subcategories, allowing for a thematic analysis. Participants of the study were seventeen professors from two different colleges in the city of Natal, state of Rio
Grande do Norte. Bad working conditions, demands from the institution, student s lack of commitment, long working hours, low salaries, lack of incentives to university
teachers, uncertainty concerning timetable and difficulties in proper time administration are the variables that contribute to the stress of professors. Although this is a problem
that affects the group as a whole, strategies to cope with it are individually sought and vary from trying to find different leisure options, opening one s heart to colleagues or
relatives, individual planning, prayer, rational facing of the situation, to simply giving in to exhaustion. The study has proposed institutional as well as personal actions that may
foster a development among professors which takes into account a resilience development in a collective perspective. Also, it shows some articulations that are
already under way so that professors may be attended to. / Esse estudo teve como objetivos investigar os elementos que contribuem para desencadear o estresse no exerc?cio da doc?ncia universit?ria e conhecer as estrat?gias adotadas pelos professores para enfrentar as situa??es estressantes, a fim de promover o desenvolvimento da resili?ncia e um exerc?cio saud?vel do of?cio. A doc?ncia universit?ria comporta em sua natureza uma diversidade de atribui??es, exig?ncias e
desafios que articulados poder?o contribuir para o desencadeamento do estresse. Os princ?pios epistemol?gicos que nortearam esta pesquisa foram os do Pensamento Complexo, pois facilitam o aprofundamento e compreens?o dos fen?menos sociais e humanos a partir dos princ?pios da complexidade: dial?gico, recurs?o organizacional e
o princ?pio hologram?tico. Reconhecendo a dificuldade em explicar os fen?menos humanos com base em ?nica refer?ncia te?rica, tem-se como apoio a multirreferencialidade, que permitiu dialogar com uma diversidade de autores a respeito do mesmo fen?meno. A pesquisa foi qualitativa e foram usados question?rios e
entrevistas como instrumentos para o trabalho emp?rico. Os dados foram articulados em categorias e subcategorias, permitindo-se proceder a uma an?lise tem?tica. Participaram
do estudo 17 professores de duas institui??es de Ensino Superior na cidade de Natal/RN. No exerc?cio da doc?ncia, as vari?veis que interferem no desencadeamento do estresse s?o: as m?s condi??es de trabalho, cobran?as institucionais, o descompromisso dos alunos, a jornada excessiva de trabalho, a baixa remunera??o, a
falta de incentivos ao professor, as incertezas quanto ? carga hor?ria e ?s dificuldades na administra??o do tempo. Embora a problem?tica seja comum ao grupo, as estrat?gias de
enfrentamento s?o adotadas individualmente, e oscilaram desde a busca de op??es de lazer, desabafo com colegas de profiss?o e com familiares, atividades f?sicas,
planejamento individual, ora??o, enfrentamento racional at? entregar-se ? exaust?o. As estrat?gias capazes de promover adapta??o positiva, combinadas com os fatores que
motivam o professor na a??o docente poder?o contribuir no desenvolvimento da resili?ncia O estudo prop?s a??es institucionais e pessoais que favore?am o desenvolvimento dos professores, levando em conta o desenvolvimento da resili?ncia numa perspectiva coletiva. Tamb?m evidenciou algumas articula??es que j? est?o sendo feitas num trabalho de acompanhamento aos professores.
| Identifer | oai:union.ndltd.org:IBICT/oai:repositorio.ufrn.br:123456789/14139 |
| Date | 13 December 2007 |
| Creators | Barreto, Maria da Apresenta??o |
| Contributors | CPF:83844929487, http://buscatextual.cnpq.br/buscatextual/visualizacv.do?id=K4794939J7, Souza, Jos? Nicolau de, CPF:03369609487, http://lattes.cnpq.br/4790405099514140, Holanda, Helena Cl?udia Frota de, CPF:35225360882, http://lattes.cnpq.br/3885325851011727, Pereira, Francisco de Assis, CPF:08613451420, Andrade, Jo?o Maria Valen?a de, CPF:28262441400, http://lattes.cnpq.br/0350305925407630, Paiva, Marl?cia Menezes de, CPF:07108842491, http://buscatextual.cnpq.br/buscatextual/visualizacv.do?id=K4790180Z4, Baldi, Elena Mabel Brutten, Campelo, Maria Estela Costa Holanda |
| Publisher | Universidade Federal do Rio Grande do Norte, Programa de P?s-Gradua??o em Educa??o, UFRN, BR, Educa??o |
| Source Sets | IBICT Brazilian ETDs |
| Language | Portuguese |
| Detected Language | English |
| Type | info:eu-repo/semantics/publishedVersion, info:eu-repo/semantics/doctoralThesis |
| Format | application/pdf |
| Source | reponame:Repositório Institucional da UFRN, instname:Universidade Federal do Rio Grande do Norte, instacron:UFRN |
| Rights | info:eu-repo/semantics/openAccess |
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