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Docência e Pedagogia doutoral : saberes e competências para a orientação de doutorandos
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A presente investigação partiu do nosso olhar sobre os professores do ensino superior e sua preparação profissional e também se sustentou num foco particular, cada vez mais repetido nos discursos institucionais, políticos e da academia, sobre a pertinência da formação pedagógica dos seus docentes, em época de grandes transformações sociais e no mundo universitário, centrando a nossa atenção na especificidade dos que orientam estudantes durante o processo de elaboração de tese.
Sendo uma temática muito recente na agenda da investigação sobre o Ensino Superior e, consequentemente, sobre a docência e a preparação profissional para a docência, socorremo-nos dos quadros teóricos que a investigação já desenvolveu no campo da formação profissional dos outros professores do sistema educativo para sustentar o estudo. No mesmo sentido, fizemos um percurso pela Universidade, pensada como contexto onde o docente exerce funções e pesquisámos o domínio da investigação sobre o Doutoramento e a Pedagogia Doutoral.
O nosso objetivo veio a situar-se na análise e compreensão das conceções dos docentes universitários sobre o exercício da atividade, mais particularmente sobre conceções sobre as missões da universidade, a perceção da sua identidade profissional e sobre os saberes e competências detidos ou requeridos, para poder caracterizar a situação de orientação.
Inscrevemos a investigação no paradigma interpretativo, incidindo na perspetiva dos sujeitos, e desenvolvemo-la em duas fases, integrando técnicas diversas de recolha e de análise de dados numa metodologia de estudo de caso de tipo instrumental. Numa fase inicial procedemos à revisão de literatura, em ordem a estabelecer o enquadramento teórico e contextual, e à realização de entrevistas semi diretivas a docentes universitários com experiência de orientação, no sentido de nos apropriarmos de linguagens e preocupações em ordem à construção de um questionário, o que constituiu o início da segunda fase da investigação.
O questionário foi aplicado à totalidade dos docentes de uma universidade pública, identificados, pelo contacto público de email, nos sites institucionais de cada uma das escolas em que aquela se organiza. Obtivemos um retorno de 1073 respostas (cerca de 38%), das quais 791 foram consideradas válidas para o nosso critério nesta fase – ter experiência na orientação de estudantes em processo de doutoramento.
Os resultados obtidos permitiram reunir um conjunto de evidências que apontam para i) uma perspetiva discursiva global sobre o seu papel na universidade e no doutoramento, direcionada para a investigação, produção de conhecimento e inovação e não para o que compreendem como atividades de ensino, sendo esta perspetiva influenciada pelas variáveis género, instituição de pertença e área em que se fez doutoramento; ii) uma perspetiva sobre a pertinência relativa da Pedagogia, valorizada quando referenciada ao ensino, presente nos primeiros ciclos do ensino superior, mas não quando especificamente referenciada à orientação.
Reunimos ainda algumas evidências que possibilitam i) encontrar tipologias de caracterização das conceções dos orientadores sobre as finalidades do doutoramento, às atividades a realizar pelo orientador e sobre saberes e competências necessárias para exercer a atividade de orientação, ii) estabelecer um diagnóstico de necessidades, a partir dos interesses em frequentar formação na área pedagógica dos professores participantes.
Por fim, os dados permitiram evidenciar algumas pistas suscetíveis de constituírem suporte para i) reflexão e eventual reconceptualização das funções dos docentes no que se refere à orientação de estudantes, à luz de mudanças, dos conceitos que deram visibilidade ao Doutoramento, o institucionalizaram e o tornaram objeto de escrutínio; ii) fundamentar a urgência de revisão precisa dos conceitos utilizados nos estudos sujeitos a esta temática.
This research project emerged from our perspective of higher education teachers and their professional preparation. It was also supported by a focus on the relevance of the pedagogical training of higher education teachers, which is increasingly repeated in institutional, political, and academic discourses, along with major transformations, both socially and in the university world, addressing our attention on the specificity of those who supervise students during the thesis elaboration process. As this is a very recent topic on the research agenda on Higher Education and, consequently, on teaching and professional preparation for teaching, to support the study we resort to theoretical frameworks developed in the field of professional training of other teachers in the educational system. In the same vein, we travelled through the University, looking at it as a context where teachers exercise their functions and we searched the field of research on Ph.D. and Doctoral Pedagogy. Our aim is to analyse and understand university teachers conceptions on the exercise of their teaching activity, particularly conceptions about the university's mission, the perception of their professional identity, and the knowledge and skills held or required, in order to characterize the orientation/supervision situation. We inscribe this research in the interpretive paradigm, focusing on the perspective of the subjects, and developed it in two phases that integrated different techniques of data collection and analysis, within an instrumental case study methodology. In an initial phase, we proceeded to do a literature review, to establish a theoretical and conceptual framework and to conduct semi-directive interviews with university professors with experience of orientation, intended to collect the language and concerns to sustain the building of a questionnaire, which constituted the beginning of the second phase of the project. The questionnaire was applied to all teachers at a public university, identified by their public email contact, placed on the institutional websites of each of the schools that compose that university. We obtained 1073 responses (about 38%), of which 791 were considered valid according to our criteria at this stage - having experience in guiding students in the Ph.D. process. The results allowed to gather a set of evidence that point to i) a global discursive perspective on their role in the university and in the Ph.D., directed towards research, innovation and knowledge production, and not to what they understand as teaching activities (this perspective is influenced by the variables gender, institution of belonging and area in which their Ph.D. was obtained); ii) a perspective on the relative relevance of Pedagogy, valued when referenced to teaching, but not when specifically referenced to orientation/supervision. We also gather some evidence that allows i) to find typologies for characterizing the supervisors' conceptions about the Ph.D. purposes, the activities to be carried out by the supervisor, and about the knowledge and skills needed to the orientation/supervision activity ii) to establish a needs’ diagnosis, considering the participants’ interests in attending training in a given pedagogical area. Finally, the data point towards some ideas that could i) support reflection and possible reconceptualization of the professors’ functions with regard to student orientation/supervision, in light of the changes that gave visibility to the Ph.D., institutionalized it, and made it object of.
This research project emerged from our perspective of higher education teachers and their professional preparation. It was also supported by a focus on the relevance of the pedagogical training of higher education teachers, which is increasingly repeated in institutional, political, and academic discourses, along with major transformations, both socially and in the university world, addressing our attention on the specificity of those who supervise students during the thesis elaboration process. As this is a very recent topic on the research agenda on Higher Education and, consequently, on teaching and professional preparation for teaching, to support the study we resort to theoretical frameworks developed in the field of professional training of other teachers in the educational system. In the same vein, we travelled through the University, looking at it as a context where teachers exercise their functions and we searched the field of research on Ph.D. and Doctoral Pedagogy. Our aim is to analyse and understand university teachers conceptions on the exercise of their teaching activity, particularly conceptions about the university's mission, the perception of their professional identity, and the knowledge and skills held or required, in order to characterize the orientation/supervision situation. We inscribe this research in the interpretive paradigm, focusing on the perspective of the subjects, and developed it in two phases that integrated different techniques of data collection and analysis, within an instrumental case study methodology. In an initial phase, we proceeded to do a literature review, to establish a theoretical and conceptual framework and to conduct semi-directive interviews with university professors with experience of orientation, intended to collect the language and concerns to sustain the building of a questionnaire, which constituted the beginning of the second phase of the project. The questionnaire was applied to all teachers at a public university, identified by their public email contact, placed on the institutional websites of each of the schools that compose that university. We obtained 1073 responses (about 38%), of which 791 were considered valid according to our criteria at this stage - having experience in guiding students in the Ph.D. process. The results allowed to gather a set of evidence that point to i) a global discursive perspective on their role in the university and in the Ph.D., directed towards research, innovation and knowledge production, and not to what they understand as teaching activities (this perspective is influenced by the variables gender, institution of belonging and area in which their Ph.D. was obtained); ii) a perspective on the relative relevance of Pedagogy, valued when referenced to teaching, but not when specifically referenced to orientation/supervision. We also gather some evidence that allows i) to find typologies for characterizing the supervisors' conceptions about the Ph.D. purposes, the activities to be carried out by the supervisor, and about the knowledge and skills needed to the orientation/supervision activity ii) to establish a needs’ diagnosis, considering the participants’ interests in attending training in a given pedagogical area. Finally, the data point towards some ideas that could i) support reflection and possible reconceptualization of the professors’ functions with regard to student orientation/supervision, in light of the changes that gave visibility to the Ph.D., institutionalized it, and made it object of.
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Palavras-chave
Docência Universitária Pedagogia Doutoral Orientadores/Supervisores Doutorais Conceções de Docentes Universitários Formação Pedagógica dos Docentes do Ensino Superior Profissão Docente University Teaching Doctoral Pedagogy Doctoral Supervisors / Supervisors Concepts of University Teachers Pedagogical Training of Higher Education Teachers Teaching Profession