As trajetórias de desenvolvimento profissional dos docentes nas instituições de ensino superior privado (IESP) do extremo oeste do Paraná

Abstract

The development of private education in Brazil, especially in Western Paraná, was the background for the present research, which aims at investigating the journeys for professional development as far as professors of Private Higher Education Institutions (PHEI) are concerned. This study took a critical look at the working conditions for professors in these institutions and their possibilities of making a career in them. The aim was to understand the working conditions and the professional journeys of these professionals and also figure out the causes for the observed professor turnover in the said context. What brings them to this profession? How do their working conditions affect their careers and their academic work? How do these professors' journeys for professional development at Private Higher Education Institutions of Western Paraná constitute a career locus? Regarding methodology, this study exploited the principles of Oral History about the characteristics of these professors' journeys and professional development. Data was collected through audio tape recording. Two groups of interviewees were heard – three managers and nine professors from three PHEI of Western Paraná. The collected data was organized in the following categories: Managers – a) Constitution of the PHEI; b) Institutional Project; c) Investments in professors' education; d) Recruitment and working conditions. Professors – a) Motivation, professional journey and commuting; b) Institutional policies and professional development; c) Knowledge and continuing education; d) Professional expectations. Theoretical contribution came mostly from authors such as Calderon and Lourenço (2009), Cunha and Veiga (1999), Cachapuz (2002), Akkari and Tardif (2011), Costa (1995), Villas Boas (2004), Balzan (2006), Almeida (2008), Freitag (2007), Giolo (2006), Vidal (1998), Contreras (2002). The findings of the present study show the precariousness of PHEI in favoring the professional development desired by professors, something that contributes to turnovers and little investment in their career. Nevertheless, these professors' journeys present both professional and personal growth, which are results of individual actions rather than institutional investment. Institutional policies were 11 found to be weak and to little contribute to continuing education, what makes professors the ones responsible for it. Precariousness reveals itself in professors' search for new work opportunities and/or in a certain resignation to the circumstances, with no broadening of professional possibilities. The fondness for the profession, however, seems to be one of the subjective reasons which explain the professors' option to remain doing what they do.