Professional development policies for university professors in five universities in the South of Brazil: challenges and concepts

Abstract

Professional development policies for university professors are one of the possibilities for building a pedagogy that best represents the  challenges taken by public universities in Brazil. In this sense, this work aims to understand the concepts that support the professional development policies for professors from five universities in the South of Brazil. To do  so, the main similarities and differences among institutional approaches related to their goals and target audience were highlighted, pointing out possible challenges faced in order to consolidate their propositions. The applied methodology was the study of multiple cases. Firstly, data analysis  of documents that determine how the institutions are structured and how their work was done. Subsequently, the data collected were supplemented by eight interviews with staff members in charge of planning these policies and actions. Finally, it can be said that all institutions participating in this study do understand that the process for the professional development of professors cannot be detached from the development of the university itself. The main challenges are related to the commitment of tenured professors with these policies, and the dialogue between the institution’s structural  stances and the professor’s work, such as programs and departments.