Políticas de qualificação dos técnicos administrativos em educação no âmbito de uma universidade pública: sobrequalificação e vivências laborais a partir da formação no stricto sensu

Abstract

This study analyzes the processes of overqualification and the work experiences of Technical and Administrative Education Staff (TAEs) at a Brazilian public university, based on their Stricto Sensu graduate training. The general objective is to analyse the qualification policies and overqualification situations of TAEs within the context of the federal public university and their repercussions on work experiences. The specific objectives are: to map the qualification policies established for TAEs; to analyze qualification trajectories of TAEs in relation to their professional practice and Stricto Sensu training; and to investigate possible overqualification situations and their impacts on work experiences. The study adopts a qualitative, field-based approach. The research participants are Technical and Administrative Education Staff from a Brazilian federal university. Data are collected through semi-structured interviews and, complementarily, through institutional documents and relevant legislation. Data analysis is guided by content analysis, based on two predefined analytical categories: qualification trajectories within professional practice and overqualification processes and their repercussions on work experiences. The main findings indicate that, although the pursuit of qualification is driven by aspirations for career advancement, recognition, and personal development, there is limited practical application of the knowledge acquired. The institutional structure often disregards these qualifications, leading to feelings of invisibility and underutilization. Overqualification reflects an organizational model that does not fully integrate technical-administrative knowledge into the academic mission of the public university.