Gestão educacional e valorização da profissão acadêmica : análise sobre o sistema de ensino superior do Brasil
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Este estudo investiga a interface entre as políticas educativas e as práticas de gestão no ensino superior brasileiro, com foco na percepção dos professores sobre seus efeitos. Com base no paradigma da complexidade de Edgar Morin, a pesquisa analisa os "nós críticos" que emergem nas interações entre professores e Instituições de Ensino Superior (IES), compreendendo-os como zonas de tensão e potencial transformação. O objetivo é explorar os elementos da gestão educacional que favorecem ou limitam comportamentos e competências docentes, considerados estruturantes do sistema educacional. A pesquisa propõe um modelo conceitual que organiza as Políticas e Práticas de Gestão (PPG) em dimensões como condições de trabalho, envolvimento na gestão, gestão de desempenho, capacitação, recompensas e incentivo à pesquisa, examinando seus efeitos sobre os Comportamentos de Cidadania Organizacional (CCO) - espírito esportivo, altruísmo, lealdade, autodesenvolvimento e iniciativa - e sobre as Competências da Profissão Acadêmica (CPA), classificadas como pedagógicas e científicas. Adotou-se abordagem quantitativa, com análise fatorial exploratória (AFE) e modelagem de equações estruturais (MEE), aplicada a uma amostra de 386 professores de instituições públicas e privadas, a partir de questionário com 96 variáveis. As análises, conduzidas com o objetivo de garantir validade e confiabilidade, permitiram testar relações complexas entre variáveis observáveis e latentes. Como resultado, identificou-se que tanto as competências pedagógicas e científicas (CPA) quanto os comportamentos de cidadania organizacional (CCO) são positivamente influenciados pelas PPG. Políticas de recompensa e de avaliação de desempenho demonstraram maior impacto sobre as competências acadêmicas, enquanto políticas de capacitação e envolvimento na gestão favorecem comportamentos colaborativos e proativos. Diferenças estatisticamente significativas foram observadas entre instituições públicas e privadas, revelando como as práticas de gestão refletem peculiaridades organizacionais distintas. Conclui-se que é fundamental desenvolver políticas educacionais mais efetivas, que promovam a valorização dos professores no mesocampo do sistema educacional. Essas práticas impactam a formação de novos profissionais, incluindo os professores, que, a depender das resoluções para os "nós críticos", podem fortalecer o desenvolvimento humano e social ou perpetuar processos de empobrecimento educacional e institucional, destacando, assim, a importância da gestão eficaz para o funcionamento das instituições educacionais.
This study investigates the interface between educational policies and management practices in Brazilian higher education, focusing on professors’ perceptions of their institutional effects. Grounded in Edgar Morin’s paradigm of complexity, the research analyzes the “critical knots” that emerge in the interactions between professors and Higher Education Institutions (HEIs), understanding them as zones of tension and potential transformation. The objective is to explore the elements of educational management that either promote or constrain teaching behaviors and competencies, considered as structuring components of the educational system. The study proposes a conceptual model that organizes Policies and Management Practices (PPG) into dimensions such as working conditions, involvement in management, performance management, professional development, rewards, and research incentives, examining their effects on Organizational Citizenship Behaviors (OCB) — sportsmanship, altruism, loyalty, self-development, and initiative — and on Academic Profession Competencies (CPA), classified as pedagogical and scientific. A quantitative approach was adopted, employing Exploratory Factor Analysis (EFA) and Structural Equation Modeling (SEM), applied to a sample of 386 professors from both public and private institutions, using a questionnaire composed of 96 variables. The analyses were conducted with the aim of ensuring validity and reliability, enabling the testing of complex relationships between observable and latent variables. As a result, it was found that both pedagogical and scientific competencies (CPA), as well as organizational citizenship behaviors (OCB), are positively influenced by PPG. Reward and performance management policies showed greater impact on academic competencies, while policies related to professional development and involvement in management fostered collaborative and proactive behaviors. Statistically significant differences were observed between public and private institutions, revealing how management practices reflect distinct organizational characteristics. The study concludes that it is essential to develop more effective educational policies that promote the recognition and professional valorization of professors within the meso-level of the educational system. These practices impact the training of new professionals, including professors, who, depending on how the identified “critical nodes” are resolved — may contribute to strengthening human and social development, or else perpetuate processes of educational and institutional impoverishment. This highlights the importance of effective management for the proper functioning of educational institutions.
This study investigates the interface between educational policies and management practices in Brazilian higher education, focusing on professors’ perceptions of their institutional effects. Grounded in Edgar Morin’s paradigm of complexity, the research analyzes the “critical knots” that emerge in the interactions between professors and Higher Education Institutions (HEIs), understanding them as zones of tension and potential transformation. The objective is to explore the elements of educational management that either promote or constrain teaching behaviors and competencies, considered as structuring components of the educational system. The study proposes a conceptual model that organizes Policies and Management Practices (PPG) into dimensions such as working conditions, involvement in management, performance management, professional development, rewards, and research incentives, examining their effects on Organizational Citizenship Behaviors (OCB) — sportsmanship, altruism, loyalty, self-development, and initiative — and on Academic Profession Competencies (CPA), classified as pedagogical and scientific. A quantitative approach was adopted, employing Exploratory Factor Analysis (EFA) and Structural Equation Modeling (SEM), applied to a sample of 386 professors from both public and private institutions, using a questionnaire composed of 96 variables. The analyses were conducted with the aim of ensuring validity and reliability, enabling the testing of complex relationships between observable and latent variables. As a result, it was found that both pedagogical and scientific competencies (CPA), as well as organizational citizenship behaviors (OCB), are positively influenced by PPG. Reward and performance management policies showed greater impact on academic competencies, while policies related to professional development and involvement in management fostered collaborative and proactive behaviors. Statistically significant differences were observed between public and private institutions, revealing how management practices reflect distinct organizational characteristics. The study concludes that it is essential to develop more effective educational policies that promote the recognition and professional valorization of professors within the meso-level of the educational system. These practices impact the training of new professionals, including professors, who, depending on how the identified “critical nodes” are resolved — may contribute to strengthening human and social development, or else perpetuate processes of educational and institutional impoverishment. This highlights the importance of effective management for the proper functioning of educational institutions.