<?xml version="1.0" encoding="ISO-8859-1"?><article xmlns:mml="http://www.w3.org/1998/Math/MathML" xmlns:xlink="http://www.w3.org/1999/xlink" xmlns:xsi="http://www.w3.org/2001/XMLSchema-instance">
<front>
<journal-meta>
<journal-id>2007-2872</journal-id>
<journal-title><![CDATA[Revista iberoamericana de educación superior]]></journal-title>
<abbrev-journal-title><![CDATA[Rev. iberoam. educ. super]]></abbrev-journal-title>
<issn>2007-2872</issn>
<publisher>
<publisher-name><![CDATA[Universidad Nacional Autónoma de México, Instituto de Investigaciones sobre la Universidad y la Educación]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S2007-28722024000100020</article-id>
<article-id pub-id-type="doi">10.22201/iisue.20072872e.2024.42.1661</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[Performatividade e identidade do professor universitário]]></article-title>
<article-title xml:lang="es"><![CDATA[Performatividad e identidad del profesor universitario]]></article-title>
<article-title xml:lang="en"><![CDATA[Performativity and Identity of University Professors]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Ziliotto]]></surname>
<given-names><![CDATA[Alcione]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Luiz-Poli]]></surname>
<given-names><![CDATA[Odilon]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidade Comunitária da Região de Chapecó  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Brazil</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Universidade Comunitária da Região de Chapecó  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Brazil</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>00</month>
<year>2024</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>00</month>
<year>2024</year>
</pub-date>
<volume>15</volume>
<numero>42</numero>
<fpage>20</fpage>
<lpage>36</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://www.scielo.org.mx/scielo.php?script=sci_arttext&amp;pid=S2007-28722024000100020&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.org.mx/scielo.php?script=sci_abstract&amp;pid=S2007-28722024000100020&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.org.mx/scielo.php?script=sci_pdf&amp;pid=S2007-28722024000100020&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[Resumo A presente pesquisa, organizada na forma de um estudo de caso em tres instituições brasileiras, objetiva analisar como os professores universitários estão reelaborando a sua identidade profissional frente às pressões e exigências das atuais políticas da educação superior. Identifica como tendência, que os gestores das instituições incorporaram muitos dos princípios que caracterizam o gerencialismo e a lógica da performatividade. Os professores percebem uma profunda transformação na docência, mais complexa e desafiadora, com mudanças significativas do seu papel e um aumento nos níveis de estresse. Ainda assim, ao avaliar sua experiência profissional, expressaram sentimentos positivos em relação à docência.]]></p></abstract>
<abstract abstract-type="short" xml:lang="es"><p><![CDATA[Resumen La presente investigación, organizada en forma de estudio de caso en tres instituciones brasileñas, tiene como objetivo analizar cómo los profesores universitarios están reelaborando su identidad profesional frente a las presiones y exigencias de las actuales políticas de educación superior. Identifica como tendencia que los gestores de las instituciones han incorporado muchos de los principios que caracterizan al gerencialismo y a la lógica de la performatividad. Los docentes perciben una profunda transformación en la docencia, más compleja y desafiante, con cambios significativos en su rol y un aumento en los niveles de estrés. Aun así, al evaluar su experiencia profesional, expresaron sentimientos positivos sobre la docencia.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract This research, organized as a case study in three Brazilian institutions, aims to analyze how university professors are reformulating their professional identity when facing the pressures and demands of current higher education policies. It identifies as a trend that institutional leaders have incorporated many of the principles that characterize managerialism and the logic of performativity. Teachers observe a profound transformation in teaching, which is more complex and challenging, with significant changes in theirrole and an increasing level of stress.]]></p></abstract>
<kwd-group>
<kwd lng="pt"><![CDATA[identidade docente]]></kwd>
<kwd lng="pt"><![CDATA[performatividade]]></kwd>
<kwd lng="pt"><![CDATA[avaliação na educação superior]]></kwd>
<kwd lng="pt"><![CDATA[políticas educacionais]]></kwd>
<kwd lng="pt"><![CDATA[Brasil]]></kwd>
<kwd lng="es"><![CDATA[identidad docente]]></kwd>
<kwd lng="es"><![CDATA[performatividad]]></kwd>
<kwd lng="es"><![CDATA[evaluación en educación superior]]></kwd>
<kwd lng="es"><![CDATA[políticas educativas]]></kwd>
<kwd lng="es"><![CDATA[Brasil]]></kwd>
<kwd lng="en"><![CDATA[Teaching identity]]></kwd>
<kwd lng="en"><![CDATA[Performativity]]></kwd>
<kwd lng="en"><![CDATA[Evaluation in higher education]]></kwd>
<kwd lng="en"><![CDATA[Educational policies]]></kwd>
<kwd lng="en"><![CDATA[Brazil]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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