Identidade e trajetória profissional do professor universitário de Contabilidade: transformações e influências a partir da pandemia da Covid -19

Abstract

This research presents teaching identity in private colleges in the state of Rio de Janeiro, especially after the 2020 pandemic, as its object of study. The objective is to understand the perception of the teaching identity of the university professor of Accounting in the teachinglearning process after the Covid-19 pandemic. The justification and choice of the research is due to the annual increase of candidates registered in the Sufficiency Exam of the undergraduate course in Accounting. In 2017 alone, 46649 registrations were issued, according to the Regional Accounting Council. Thus, there is a need for training and, consequently, for a faculty prepared to meet the demands in the HEIs. Thus, a formation of the study consists of the power to understand how experiences about the identity of professionals in the area of Accounting and its reflexes in the formation of the formation of students for the job market and for a society. To this end, it is intended to use in the methodology, as a technique of data collection in the interview, since the research is selected as and descriptive. Subsequently, analyze the content through the responses in the responses made. It is worth mentioning that the script to be qualified in the preferences will guide the preparation of the questions, according to exploratory findings and theoretical framework. To this end, life history was used in the methodology as a collection technique, since the research is classified as and descriptive. Subsequently, the content obtained through the reports received in the conversations carried out was analyzed. The conversations carried out had an average duration of 3 hours, that is, it was approximately 9 hours of recorded conversations and later transcribed. After the transcriptions, the information collected in the conversations was analyzed, so that similarities were verified in the speeches of the participants, and not similarities as well. Therefore, an interview script was not prepared, however, the conversations had established themes to be addressed, in addition to some questions previously selected by the conversation mediator. The topics covered in the conversations, obeyed the following order: origin and childhood; adult life, family and personal relationships; professional life. After analyzing and discussing the results, it is concluded that the family context influenced the decision making in the interviewees' lives, much of it based on the intention of socioeconomic ascension. The events experienced by the participants in the conversations since the beginning, such as the limitation in the family budget and the consequent search for socioeconomic ascension, through studies, the restricted cycle of friendships, were part of the identity formation as well as influenced the decisions of these individuals. It was also observed in the results that the transformation of the teaching role, resulting from the pandemic scenario and the consequent social confinement, had cyberculture that became more present in the teaching-learning process, which made several teachers leave the comfort zone and seek more knowledge about the digital environment. Thus, the teaching role that before the pandemic, according to reports, was more based on the mere transfer of knowledge, has been reformulated, requiring action to work in cyberspace.