The ergological démarche in the analysis of the work activity of the university teacher

Authors

  • Daniel Fabián Roca Flores Pinto Universidad de Ciencias y Humanidades, Lima, Perú. https://orcid.org/0000-0002-4630-9199
  • Daisy Moreira Cunha Universidade Federal de Minas Gerais (UFMG), Belo Horizonte, MG, Brasil.
  • Rogério Cunha Campos Universidade Federal de Minas Gerais (UFMG), Belo Horizonte, MG, Brasil.

DOI:

https://doi.org/10.35699/2237-5864.2018.2210

Keywords:

Ergological démarche, University teacher activity, Peruvian university

Abstract

The present article is part of a doctoral thesis, which approaches, from the ergological perspective, the work activity of the university professor located in the classroom, in a community university, originated in a student movement, inserted in a university context regulated by mercantile values that impact on teaching as a public good and silence the transforming potential of the knowledge produced in work situations. This investigation, of clinical approach and of qualitative experimental character, problematizes an university environment permeated by a traditional conception of work, expanding its discussion, revealing the patrimonies created and recreated in that environment and it’s uses, the knowledges operative in situations of work and the elections of value of professors, as elements that give sense and meaning on their work, placing open the possibilities for their transformation.

Author Biographies

  • Daniel Fabián Roca Flores Pinto, Universidad de Ciencias y Humanidades, Lima, Perú.

    Docente e investigador en el campo de las ciencias sociales, línea de investigación en Educación, Trabajo, Políticas Públicas y Formación Humana. Doctor en Educación por la Universidade Federal de Minas Gerais – Brasil. Magister en Docencia e Investigación en Educación Superior por la Universidad Peruana Cayetano Heredia. Especialista en Imagen y Relaciones Institucionales, Graduado en Ciencias Administrativas. Profesor universitario en pregrado y post grado; experiencia en la gestión académica y en la gestión administrativa en organizaciones del sector de los servicios.

  • Daisy Moreira Cunha, Universidade Federal de Minas Gerais (UFMG), Belo Horizonte, MG, Brasil.

    Doutora em Filosofa pela Aix-Marseille Université, mestra em Educação pela Faculdade de Educação (FaE) da UFMG, graduada em Pedagogia pelo Instituto de Educação de Minas Gerais. Professora associada da FaE/UFMG, diretora do Instituto de Estudos Avançados Transdisciplinares da UFMG (IEAT/UFMG).

  • Rogério Cunha Campos, Universidade Federal de Minas Gerais (UFMG), Belo Horizonte, MG, Brasil.

    Doutor em História e Filosofia da Educação pela Universidade de São Paulo (USP). Professor na Faculdade de Educação da Universidade Federal de Minas Gerais (UFMG).

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Published

2018-07-11

Issue

Vol. 8 No. 1 (2018)

Section

Article

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How to Cite

The ergological démarche in the analysis of the work activity of the university teacher. Revista Docência do Ensino Superior, Belo Horizonte, v. 8, n. 1, p. 27–42, 2018. DOI: 10.35699/2237-5864.2018.2210. Disponível em: https://periodicos.ufmg.br/index.php/rdes/article/view/2210. Acesso em: 19 dec. 2024.