Resumo

WIEBUSCH, Andressa; COFFERRI, Fernanda Fátima  e  TAUCHEN, Gionara. Facing and silence of Teachers initiatives in the university career: a study with two public institutions of Rio Grande do Sul. Educação. Porto Alegre [online]. 2019, vol.42, n.3, pp.525-534.  Epub 10-Fev-2020. ISSN 1981-2582.  https://doi.org/10.15448/1981-2582.2019.3.30124.

This article aims to analyze how beginning professors working in two public universities from the State of Rio Grande do Sul (RS), experienced the beginning of the career, trying to understand the confrontations and the silencing produced in the performance of academic activities. The methodology of the research is qualitative and it was organized from a data collected from semi-structured interviews with 14 beginning professors of two public universities: The Federal University of Rio Grande (FURG) and The Federal University of Santa Maria (UFSM). For the data interpretation we decided by Minayo's Content Analysis (2010). As results we showed that professors feel insecure when developing teaching activities, pressured by the demands of scientific production and they also have the feeling of being unable to act in university management. To deal with all those challenging scenarios, professors developed a resilience strategy, such as developing self-esteem, the dialogue with colleagues and a thought about teaching practice. We conclude that universities need to include procedures and pedagogical training programs in their institutional development plans, combining self-development and eco-education initiatives; they also have to integrate the actions of reception and adaptation of professors between the pro-rectories and the academic units, as well as create training spaces for the development of professional skills linked to the development of teaching, research, extension and management activities.

Palavras-chave : Beginning Professors; University; Teacher Training; Resilience.

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