Estresse e resiliência em uma universidade pública

narrativas de professores iniciantes

Abstract

This article identifies the situations that cause stress in teachers starting out in their university careers in order to understand whether they develop coping strategies or escape from these situations. Narrative qualitative research was used to analyze the accounts of eight beginning professors at a federal public university in Brazil. The data was organized into three categories of analysis: institutional culture and interactions with colleagues; student interactions and profiles; and coping or escape strategies. Institutional culture was perceived as an influential element in teachers' daily lives. Interactions with students show the democratization of academic access in recent years. The development of strategies to deal with and/or escape from adverse or conflicting situations was reported by teachers, including resilience. The conclusion is that the first years of teaching are a period of survival and discovery. Furthermore, the role of universities is fundamental in creating institutional programs that meet the training needs of university teachers, especially those at the start of their careers.