Academic Supervision as Pedagogical Work in Higher Education

Abstract

This essay concerns the dialogical-dialectic processes of academic supervision as an intentional educational praxis and as a potential scientific object, considering it is one of the foundational academic discourses in the teacher-researcher-professional training. However, the national legislation and politics don’t feature guidelines or specific training for this type of work. Also the naturalisation and individualization discourse of the reading-writing processes in Higher Education reinforce the ideologies that maintain the academic capitalism, a context in which university professors undertake several roles in intensive work loads. I emphasize the need for a linguistic education project that is committed to training on all sides.