Work Passion e Identidade na Docência no Ensino Superior de Administração no Brasil
DOI:
https://doi.org/10.13058/raep.2025.v26n3.2643Keywords:
Work passion; teaching identity; Scientific denialism; productivity pressure.Abstract
This article analyzes the identification of Brazilian university professors with the teaching profession and its relationship with work passion in an adverse context. In recent years, this context in Brazil has been characterized by budget cuts, precarious infrastructure in universities, outdated remuneration for faculty members, political tensions, scientific denialism, increasing pressure for research productivity, an overload of activities related to teaching, research, extension, and administration, as well as attacks on academic freedom amid intense political polarization and attempts to curtail this freedom. To understand this scenario, a qualitative study was conducted with 26 faculty members from Administration programs at public universities, complemented by secondary data collection. The results indicate that, despite these challenges, professors do not disengage from their profession; on the contrary, their work passion reinforces their teaching identity and sustains their commitment to the career. The study highlights the need for public and institutional policies that ensure adequate conditions for the practice of teaching, reducing the exclusive reliance on individual effort for professional continuity.
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