Contingências da produção acadêmica universitária: uma análise comportamentalista
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Data
2017-07-28
Autores
Guazi, Taísa Scarpin [UNESP]
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Universidade Estadual Paulista (Unesp)
Resumo
Em estudo anterior, Guazi e Laurenti identificaram a presença de reforçamento natural na manutenção do comportamento acadêmico de pesquisadores seniores. Contudo, as atuais contingências acadêmicas destoam, em muitos aspectos, das contingências às quais os pesquisadores seniores estavam expostos no início de suas carreiras. As atuais contingências acadêmicas estão permeadas, por exemplo, pelos fenômenos (relativamente recentes) do produtivismo acadêmico e da competitividade entre pesquisadores. Nesse sentido, os professores iniciantes, que ingressaram contemporaneamente na academia, parecem constituir uma geração de pesquisadores cujo perfil é diferente. Considerando esses aspectos, esta pesquisa objetivou identificar as diferenças e similaridades existentes entre as variáveis que controlam o comportamento acadêmico de professores seniores e iniciantes. Participaram desta pesquisa, de natureza exploratória, seis professores bolsistas de produtividade do CNPq que atuam nas áreas de Psicologia, Genética e Física – sendo selecionado, de cada área, um pesquisador sênior e um pesquisador iniciante. Os dados, coletados por meio de entrevistas, foram analisados pelo método de interpretação analítico-comportamental e organizados de modo a permitir a análise, em separado, das contingências originárias e mantenedoras do comportamento acadêmico dos participantes. As três participantes seniores deste estudo são mulheres brancas, que concluíram o doutorado na década de 1960 (os dados coletados permitiram considerar a variável gênero na análise do comportamento acadêmico das participantes seniores), e os participantes iniciantes, são três homens brancos, que se doutoraram entre 2009 e 2012. As contingências responsáveis por instalar o comportamento acadêmico das participantes seniores foram, preponderantemente, contingências de reforçamento positivo, as quais expuseram as entrevistadas à formação liberal. O padrão comportamental acadêmico dos participantes iniciantes, por outro lado, parece ter sido instalado por meio do emprego de regras. Na contemporaneidade, o comportamento acadêmico das participantes seniores parece ser mantido por meio de reforçamento positivo natural. Em contrapartida, as contingências responsáveis por manter o comportamento acadêmico dos participantes iniciantes, as quais estão relacionadas às atuais exigências de produtividade científica, parecem distanciar o comportamento acadêmico dos entrevistados das suas consequências naturais. As principais diferenças encontradas entre as contingências originárias e mantenedoras do comportamento acadêmico dos participantes seniores e iniciantes parecem aludir às diferentes contingências a que os entrevistados foram expostos ao longo da formação básica e superior, e às mudanças pelas quais a educação e ciência brasileira passaram nas últimas décadas. Este estudo contribuiu para a compreensão das práticas científicas contemporâneas, bem como permitiu elucidar as contribuições da análise do comportamento para esta temática. A interpretação dos dados coletados sugere a necessidade de que mais pesquisas, que versam sobre as atuais contingências institucionais acadêmicas, sejam feitas.
In previous study, Guazi and Laurenti identified the presence of natural reinforcement in maintaining the academic behavior of senior researchers. However, current academic contingencies are in many ways at odds with the contingencies to which senior researchers were exposed early in their careers. The current academic contingencies are permeated, for example, by the (relatively recent) phenomena of academic productivism and competitiveness among researchers. In this sense, the beginner professors, who entered the academy contemporaneously, seem to constitute a generation of researchers whose profile is different. Taking these matters into consideration, this research aimed to identify the differences and similarities between the variables that control the academic behavior of senior and beginner professors. Participated in this exploratory research, six academic professors with productiveness scholarships granted by the CNPq who work in the fields of Psychology, Genetics and Physics - a senior researcher and a beginner researcher were selected from each area. The data, collected through interviews were analyzed by the Behavior Analysis interpretation method and organized to allow the analysis, separately, of the contingencies that originated and maintained the participants' academic behavior. The three senior participants in this study were white women, who completed their doctorate in the 1960s (the data collected allowed the gender variable to be considered in the analysis of the academic behavior of senior participants), and the beginner participants were three white men, who completed their doctorate between 2009 and 2012. The contingencies responsible for installing the academic behavior of the senior participants were, predominantly, contingencies of positive reinforcement, which exposed the interviewees to the liberal formation. The academic behavioral pattern of beginner participants, on the other hand, seems to have been installed through the use of rules. Currently, the academic behavior of senior participants seems to be maintained through natural positive reinforcement. On the other hand, the contingencies responsible for maintaining the academic behavior of the beginner participants, which are related to the current demands of scientific productivity, seem to distance the academic behavior of the interviewees from their natural consequences. The main differences found between the contingencies that originated and maintained the academic behavior of the senior and beginner participants seem to allude to the different contingencies to which the interviewees were exposed during basic and higher education, and the changes that Brazilian education and science have undergone in recent years decades. This study contributed to the understanding of the contemporary scientific practices, as well as allowed to elucidate the contributions of the analysis of the behavior to this theme. The interpretation of the data collected suggests the need for more studies on current academic institutional contingencies.
In previous study, Guazi and Laurenti identified the presence of natural reinforcement in maintaining the academic behavior of senior researchers. However, current academic contingencies are in many ways at odds with the contingencies to which senior researchers were exposed early in their careers. The current academic contingencies are permeated, for example, by the (relatively recent) phenomena of academic productivism and competitiveness among researchers. In this sense, the beginner professors, who entered the academy contemporaneously, seem to constitute a generation of researchers whose profile is different. Taking these matters into consideration, this research aimed to identify the differences and similarities between the variables that control the academic behavior of senior and beginner professors. Participated in this exploratory research, six academic professors with productiveness scholarships granted by the CNPq who work in the fields of Psychology, Genetics and Physics - a senior researcher and a beginner researcher were selected from each area. The data, collected through interviews were analyzed by the Behavior Analysis interpretation method and organized to allow the analysis, separately, of the contingencies that originated and maintained the participants' academic behavior. The three senior participants in this study were white women, who completed their doctorate in the 1960s (the data collected allowed the gender variable to be considered in the analysis of the academic behavior of senior participants), and the beginner participants were three white men, who completed their doctorate between 2009 and 2012. The contingencies responsible for installing the academic behavior of the senior participants were, predominantly, contingencies of positive reinforcement, which exposed the interviewees to the liberal formation. The academic behavioral pattern of beginner participants, on the other hand, seems to have been installed through the use of rules. Currently, the academic behavior of senior participants seems to be maintained through natural positive reinforcement. On the other hand, the contingencies responsible for maintaining the academic behavior of the beginner participants, which are related to the current demands of scientific productivity, seem to distance the academic behavior of the interviewees from their natural consequences. The main differences found between the contingencies that originated and maintained the academic behavior of the senior and beginner participants seem to allude to the different contingencies to which the interviewees were exposed during basic and higher education, and the changes that Brazilian education and science have undergone in recent years decades. This study contributed to the understanding of the contemporary scientific practices, as well as allowed to elucidate the contributions of the analysis of the behavior to this theme. The interpretation of the data collected suggests the need for more studies on current academic institutional contingencies.
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Palavras-chave
Produção científica, Análise do comportamento, Análise de contingências, Práticas acadêmicas, Scientific production, Behavior analysis, Contingency analysis, Academic practice