FORMAÇÃO DE MULHERES COMO PROFESSORAS UNIVERSITÁRIAS NO EXERCÍCIO DA DOCÊNCIA: ALGUNS EXEMPLOS

Abstract

The current article addresses the topic “female professors’ training and their professional development in the university career”, based on a study about the training process of two female college professors who have been teaching at State University of Mato Grosso do Sul (UEMS - Universidade Estadual de Mato Grosso do Sul) since the institution started operating. The aforementioned professionals have joined UEMS as professors assigned from the State Education Network; later on, they were approved in a public tender. Although they joined the institution as Experts in Education, they continuously qualified throughout their university career by linking their training to their work. Based on their narratives - which were extracted from recorded and transcribed interviews -, the current study has followed their work process, utopias and training contingencies, as well as investigated how participants professionally developed in their university career. Thus, it is possible stating that, besides teaching based on the teaching-research-extension tripod, these professors took on management positions they were not trained to, in order to contribute to the process of building UEMS, itself, overtime. Therefore, their professional development took place hand-in-hand with the institutional development of the aforementioned university.