Teaching tasks and the construction of the university student's profession in the beginnings of higher education in the face of the arrival of new audiences. Advances of a doctoral thesis in progress

Abstract

Teaching activities at the university can take different formats depending on the population, location and academic offerings. It can be said, then, that teaching tasks (Mazza, 2013) are molded to the context in which they are developed.

If we think of the beginnings of higher education (Pogré et al., 2018), these tasks may be aimed at accompanying the academic trajectories of students in their beginnings so that they build the profession of university student (Coulon, 1997).

In turn, the creation of universities (2011-2015) brought with it new factors of complexity such as the arrival of a new student body that could not access and/or remain in these institutions (Accinelli et al., 2016).

These new audiences (Mancovsky and Más Rocha, 2019) are characterized by being first generation students and/or having completed secondary education in different modalities. In addition, in some universities, the location of the institution and/or the academic offerings may be added as factors to consider.

An account will be given of the type of work performed by the management, the different categories of tasks performed by the teaching staff and the construction of the university student's profession as a process of shaping a role.