LA IDENTIDAD DOCENTE, LA POLÍTICA Y GOBERNABILIDAD EN EDUCACIÓN SUPERIOR

  • Rosa Elena Salazar Ruibal Universidad de Sonora, México
  • Blanca A. Valenzuela Universidad de Sonora, México
  • Gustavo Enrique Cortez Félix Universidad de Sonora, México
  • Manuela Guillén Lúgigo Universidad de Sonora, México

Abstract

The purpose of this study is to identify how the identity of university professors is affected by the political process and governance of the institution; we set from a conceptual framework that takes the relationship between the university as an institution, aspects of organization, academic work and identity. The study has qualitative approach, in-depth interviews were conducted with 24 teachers from a public university in Mexico, the discourses are coded to identify elements of identity and their relationship to politics and governance. The results show an identity profile that has been built in the socio-institutional fields of the discipline, the profession and the classroom, with affective and emotional loads. The effects on identity are generally negative and impact mostly on satisfaction and future expectations. The concepts of rationalization, autonomy, self-organization and differentiation of the teaching task, function as explanatory tools.

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Published
2013-01-26
How to Cite
Ruibal, R. E. S., Valenzuela, B. A., Félix, G. E. C., & Lúgigo, M. G. (2013). LA IDENTIDAD DOCENTE, LA POLÍTICA Y GOBERNABILIDAD EN EDUCACIÓN SUPERIOR. European Scientific Journal, ESJ, 9(2). https://doi.org/10.19044/esj.2013.v9n2p%p