%0 Journal Article
%T Os professores do ensino superior: entre a performatividade da lei e as narrativas autobiogr¨¢£¿cas
%A Montan¨¦
%A Alejandra
%A Serdio
%A Aida S¨¢nchez de
%J Revista Lus¨®fona de Educa£¿£¿o
%D 2010
%I Edi??es Universit¨¢rias Lus¨®fonas
%X the present text is part of a research project carried out by the research group esbrina of the university of barcelona. its aim is to understand the implications derived from economic, social, cultural, technological and labour re-structuring of the spanish university in the life and professional identity of teachers and researchers. the authors analyze the performative effects of the law on the shaping of the teaching subject via the study of the relationships between the spanish university laws of the last 40 years and the experiences of several university teachers from different generations. the qualitative methodology used is based on analysis of the legislative discourse- centred on the de£¿nition of ¡°subject¡± that emerges from it-and on establishing its relationship with the autobiographical stories created by the participants in the study, in which its reception of change in academic life £¿determined in part by legislation£¿ and their strategies in relating to these are put into relief. the interrelation between the performative analysis of university legislation and the autobiographical story of life experience allows visualizing the adaptations and resistances, the encounters and lack of encounters, between the normative subject and the biographical subject.
%K university legislation
%K performativity
%K teaching subject
%K autobiography
%K change.
%U http://www.scielo.gpeari.mctes.pt/scielo.php?script=sci_abstract&pid=S1645-72502010000100005&lng=en&nrm=iso&tlng=en