Condições de resiliência na docência universitária: tessituras entre a formação e a história de vida

Abstract

The process of expansion of Higher Education in the Federal Public Network in Brazil, which took place between 2004 and 2015, stimulated the creation of new universities or the expansion of existing ones, mainly through the creation of new campuses. UFPR founded Campus Litoral, in which an innovative Pedagogical Political Project was implemented and developed. This innovation broke with the traditional perspective of academic training and the culture of the teachers who arrived there, demanding the ability to modify the historically constructed teaching perspectives. In this context, the requirements of adaptation and involvement with the Project were not always incorporated by all the entrants, causing dissidence and transfers. However, some teachers actively engaged in the proposal and were able to mature professionally with it, showing characteristics of resilience. This is the object of this study, the resilient teachers of the Campus, trying to understand if there is a relationship between resilience and their life stories and training trajectories. The concept of resilience is still little explored in the field of human sciences. There are not many studies that address the issue of teacher resilience and those that relate this topic to professional development processes and life stories, especially in higher education, are almost non-existent. The qualitative methodology guided the research, the teachers' life stories were investigated from document analysis and narrative interviews. Documentary analyzes were centered on the teachers' curricula and on the Campus Pedagogical Project. The narrative interviews addressed aspects of life, the training process and the teachers' pedagogical practices. The results indicate that in the stories of narrated lives, characteristics of resilience were found in the subjects of the investigation, that the pedagogical proposal of the research site made it possible to enhance the resilience of the participating teachers. As a legacy of the thesis is the proposal of a concept of resilience the stimulus for the continuity of studies related to the themes of resilience.