Docência na Educação Superior: a professoralidade em construção

The text analyses teaching conditions, especially the ones which have Higher Education as a scenario. It states that the social role the school has through different times and contexts produces the desired profile for the educator. This paper uses the epistemological perspective and its effects upon pedagogical practices as well as on academic curricula. It defends the importance of a breakthrough in modern science in order to respond to contemporary society demands. The text analyses teaching identity as an assumption of professorality, understood as a profession in action. It relates the teaching satisfaction that involves organizational and personal dimensions Also, it defends institutional and public policies responsibilities on the production of a sort of teaching based on professional and collective education in the context of a higher education pedagogy, which might be able to respond to emerging demands.