ABSTRACT
Immersed in the themes of language and teacher and professor qualification, based on the theoretical frameworks of Literacy Studies and the theory of discourse genres, in dialogue with studies on identity (Cultural Studies), in this paper, we seek to conduct an inventory of the discourse genres that constitute the higher education professor metier and to reflect on its importance as artifacts that are part of the professor’s work and which, consequently, also constitute himself/herself. Research on the identity and training/qualification of the professor led to the understanding that, depending on the institution and the institutional and socio-cultural contexts in which these professors are inserted, they have increasing and different demands which also affect the identity of these professionals. The study reveals that such demands are associated with scientific-pedagogical, political-administrative and personal competencies, necessary for the performance of the numerous activities related to teaching, research, extension and university management, all of which are intertwined with language and they inform us about the need to insert this professional in those literacy events and practices.
higher education professor qualification; teaching literacy; discourse genres of the professor’s metier; professor identity