Abstract
This contribution refers to the current reshaping of the Argentine university professors' work due to the impact of the academic policies of the 1990s, particularly to the Program of Incentives. This Program, by promoting the articulation among teaching, research, extension and management, legitimizes the passage from the traditional figure of the university professor devoted to teaching to that of a professor-investigator. The contribution of our investigation is inscribed within the advances of the Research Project entitled "Intensification of teaching work and university teaching: agreements and misunderstandings between personal-professional time and space", a qualitative interdisciplinary investigation performed at the Faculty of Philosophy and Literature of the National University of Tucumán (Argentina) which intended to study the link between the intensification of teaching work, the processes of space and time colonization of its private setting by the professionals and its consequences on the university teaching quality. We identified the emergence of new paths and demands framed in a hyperevaluative labor scenario and their consequences on the identity redefinition of the protagonist of academic work, on the existence of chairs and on the ways of interaction in an institutional atmosphere. In brief, rescuing the teachers' silence from the hegemonic policies that prioritize research over teaching, in which university teaching is located in a "risk zone", is for the purpose of sharing warnings to rethink about it.
Keywords:
teaching work; incentives; identity; policies; teaching.