Resumo

TURPO GEBERA, Osbaldo; HURTADO MAZEYRA, Alejandra; DELGADO SARMIENTO, Yvan  e  MANGO QUISPE, Pedro. Training of researchers in education: between performativity and credentialism. Conrado [online]. 2021, vol.17, n.78, pp. 23-31.  Epub 02-Fev-2021. ISSN 1990-8644.

This study recognizes the interactions that shape the positions of researchers in training, from the perspective of two found theories: credentialism and performativity. In this approach, the group interview was used, with 10 participants (university teachers and graduate students) who expressed their positions regarding their identity, the training space, the development of capacities and scientific production. Analyzing the discourses, it is verified that the researchers in training reveal complementary discourses, with permeable positions between the transcendence of credentialism and academic recognition, with the resolutive performativity of capacities; likewise, they move towards scientific productivity to take over hierarchically, relegating the sense of service to society. In essence, the training of researchers in education represents an indeterminate matter, where forms of understanding intersect that disrupt the formative senses. In this perspective, credentialism arouses convictions and practices based on academic recognition (titles) that enable their personal and social development, while performativity advocates research action from scientific productivity. Researchers in training, in their daily work, assume such positions as complementary, and subject to institutional pressure, which, while stimulating them, also leads them to legitimize their actions.

Palavras-chave : Research training; public schools; higher education; credentialism; performativity.

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