Academic advising: a view over an activity

a view over an activity

Abstract

In the University, the activity of academic advising, established between advisors and advisees, can assume several configurations in its development. The objectives of the present study were to analyze the formative activity of academic advising, the verbal interactions between the participants, the meanings they express and the forms of knowledge building resulting from this relation. To this purpose, we carried out a case study with a dyad of advisor and Mastering advisee in a Federal Public University, from which we analyze the utterances/speeches given by the subjects in the activity (real work), based on the Philosophy of language (BAJTIN, 1997a) and in the Dialogical Theory of Language/Dialogical Discourse Analysis (BAKHTIN, 1997b) and in the theoretical assumptions of Ergology (SCHWARTZ, 1998, 2000, 2007, 2010, 2015). The analyses suggest that the activity of academic advising led the subjects to deal with institutional and personal issues, through the norms that regulate their functions. It was observed the emergence of two institutional values in the activity: the commitment to the researcher's formation and the academic productivity. Among the personal values, we identified the search for autonomy by the advisee and the value of care by the advisor; as a pair, both demonstrated the value of collaboration and shared responsibility. We consider that the outstanding values represent the experience of an academic ethics that aims at consolidating responsibility in the building of knowledge and responsibility with the other.