Estou curioso: o que influenciou sua decisão de não seguir carreira como professor depois de se formar?
DOI:
https://doi.org/10.48017/dj.v10i3.3513Palavras-chave:
Graduados em Formação de Professores, Tomada de Decisão de Carreira, Não Ingresso na Docência, Ensino Superior nas FilipinasResumo
O número crescente de egressos da educação que optam por não ingressar na docência após a graduação levanta questões cruciais sobre a eficácia e a coerência dos programas de formação de professores. Embora a formação de professores seja frequentemente elaborada com a expectativa de que os egressos ingressem na profissão docente, diversos fatores pessoais, sociais e estruturais podem influenciar escolhas alternativas de carreira. Este estudo de caso qualitativo explorou as decisões de carreira pós-graduação de egressos da educação de professores que optaram por não ingressar na docência. Os dados foram coletados por meio de entrevistas em profundidade com seis participantes e analisados por meio da análise temática. Os resultados revelaram que muitos egressos ingressaram na formação de professores involuntariamente ou devido ao acesso limitado aos seus cursos preferidos. Enquanto alguns desenvolveram motivação durante a prática docente, outros foram desencorajados pelas demandas percebidas, pelos baixos salários e pela flexibilidade limitada da profissão docente. Os egressos também mencionaram a incerteza pessoal, a influência social e a atratividade de carreiras financeiramente gratificantes ou flexíveis em outros setores. Apesar disso, muitos reconheceram a transferibilidade das habilidades docentes e expressaram sua disposição de retornar à profissão em melhores condições. O estudo destaca a importância de fortalecer a orientação precoce, a orientação de carreira e o desenvolvimento da identidade profissional em programas de formação de professores. Também ressalta a necessidade de reformas políticas que abordem remuneração, carga de trabalho e trajetórias de emprego para tornar o ensino uma opção de carreira mais atraente e sustentável.
Métricas
Referências
Abu-Tineh, A. M., Romanowski, M. H., Chaaban, Y., Alkhatib, H., Ghamrawi, N., & Alshaboul, Y. M. (2023). Career advancement, job satisfaction, career retention, and other related dimensions for sustainability: A perception study of qatari public school teachers. Sustainability, 15(5), 4370. https://doi.org/10.3390/su15054370
Ahmed, A. A. (2025). The role of salary on teacher performance in secondary school. SSRN Electronic Journal. https://doi.org/10.2139/ssrn.5018158
Akiba, M., Byun, S., Jiang, X., Kim, K., & Moran, A. J. (2023). Do teachers feel valued in society? Occupational value of the teaching profession in OECD countries. AERA Open, 9. https://doi.org/10.1177/23328584231179184
Algar, G. J., Basaňes, M. G., Luna, A. T., Jentelizo, J. A., Salbibia, M. G., & Trecho, R. C. (2025). Balancing act: Exploring the impact of ancillary duties on Filipino teachers’ professional lives. International Journal of Research and Innovation in Social Science, IX(III), 846-855. https://doi.org/10.47772/ijriss.2025.90300066
Alghizzi, T. M. (2022). EFL pre-service teachers’ reflections on different aspects of teaching in Saudi Arabia: A preliminary qualitative case study. Journal of Language Teaching and Research, 13(6), 1374-1384. https://doi.org/10.17507/jltr.1306.27
Al’Abri, K. M., Ismail, O. H., & Al-Omari, A. A. (2023). Teacher recruitment and the right career choice: Parents’ perceptions of the teaching profession in Oman. International Journal of Learning, Teaching and Educational Research, 22(6), 679-693. https://doi.org/10.26803/ijlter.22.6.34
Arnado, J. M., Jabal, R. F., Poa, M. R., & Viray, T. C. (2021). Trust in pandemic-induced online learning: Competitive advantage of closure and reputation. International Journal of Sociology of Education, 10(2), 193-217. https://doi.org/10.17583/rise.2021.7088
Aslam, M., Rawal, S., & Kingdon, G. (2021). The political economy of teachers in South Asia. Global Education Systems, 1147-1169. https://doi.org/10.1007/978-981-15-0032-9_20
Bardelli, E., Ronfeldt, M., & Papay, J. P. (2022). Teacher preparation programs and graduates’ growth in instructional effectiveness. American Educational Research Journal, 60(1), 183-216. https://doi.org/10.3102/00028312221137798
Bautista, A. P., Bleza, D. G., Buhain, C. B., & Balibrea, D. M. (2021). School support received and the challenges encountered in distance learning education by Filipino teachers during the COVID-19 pandemic. International Journal of Learning, Teaching and Educational Research, 20(6), 360-385. https://doi.org/10.26803/ijlter.20.6.19
Bernardo, A. B., Wong-Fernandez, B., Macalaguing Jr, M. D., & Navarro, R. C. (2020). Filipino senior high school teachers’ continuing professional development attitudes: Exploring the roles of perceived demand amid a national education reform. Journal Of Research, Policy & Practice of Teachers & Teacher Education, 10(2), 63-76. https://doi.org/10.37134/jrpptte.vol10.2.5.2020
Bernstein, C., & Batchelor, T. P. (2022). Qualitative exploration of workplace demands, resources and bullying among teachers in South African schools: Implications for individual and organisational well being. South African Journal of Education, 42(2), 1-9. https://doi.org/10.15700/saje.v42n2a2081
Botha, M., De Jager, S., & Evans, R. (2023). 21st-century South African teachers in turbulent educational waters. Journal of Education, (92), 6-22. https://doi.org/10.17159/2520-9868/i92a01
Briede, L., & Drelinga, E. (2023). A more sustainable approach to evaluating teacher’s work. Journal of Teacher Education for Sustainability, 25(2), 187-200. https://doi.org/10.2478/jtes-2023-0023
Bumagat, R. J., Ordillas, M. G., Rogayan, D. V., Basila, R. M., Gannar, M. I., & Catig, M. J. (2023). Practices and challenges of teachers in teaching science online. International Journal of Technology in Education and Science, 7(3), 306-330. https://doi.org/10.46328/ijtes.484
Campbell, S., Greenwood, M., Prior, S., Shearer, T., Walkem, K., Young, S., Bywaters, D., & Walker, K. (2020). Purposive sampling: Complex or simple? Research case examples. Journal of Research in Nursing, 25(8), 652-661. https://doi.org/10.1177/1744987120927206
Carter Andrews, D. J., He, Y., Marciano, J. E., Richmond, G., & Salazar, M. (2021). Decentering whiteness in teacher education: Addressing the questions of who, with whom, and how. Journal of Teacher Education, 72(2), 134-137. https://doi.org/10.1177/0022487120987966
Casingal, C., & Ancho, I. (2022). Financial literacy status of public-school teachers: The case of the Philippines. Journal of Management, Economics, and Industrial Organization, 63-80. https://doi.org/10.31039/jomeino.2022.6.1.4
Chen, D., Chen, Y., & Chi, J. (2024). Early childhood teachers amid China’s curriculum reforms: From a literature review. International Journal of Child Care and Education Policy, 18(1). https://doi.org/10.1186/s40723-024-00135-w
Chin, J. M., Ching, G. S., Del Castillo, F., Wen, T., Huang, Y., Del Castillo, C. D., Gungon, J. L., & Trajera, S. M. (2022). Perspectives on the barriers to and needs of teachers’ professional development in the Philippines during COVID-19. Sustainability, 14(1), 470. https://doi.org/10.3390/su14010470
Commission on Higher Education. (2009). National higher education research agenda: NHERA-2 (2009–2018). https://planipolis.iiep.unesco.org
Craig, C. J., Hill-Jackson, V., & Kwok, A. (2023). Teacher shortages: What are we short of? Journal of Teacher Education, 74(3), 209-213. https://doi.org/10.1177/00224871231166244
Cuadra, J. M. (2025). The dynamics of the mental and physical health of Filipino special education educators during the COVID-19 pandemic: A hermeneutics approach. Qualitative Research Journal. https://doi.org/10.1108/qrj-07-2024-0161
Daher, W. (2023). Saturation in qualitative educational technology research. Education Sciences, 13(2), 98. https://doi.org/10.3390/educsci13020098
Department of Education. (2016). Basic education research agenda. Department of Education. https://www.deped.gov.ph/wp-content/uploads/2016/06/DO_s2016_039.pdf
Department of Science and Technology. (2022). Harmonized National Research and Development Agenda (HNRDA) 2022–2028. Department of Science and Technology. https://www.dost.gov.ph/knowledge-resources/downloads/file/5669-harmonized-national-r-d-agenda-2022-2028.html
Dos Santos, L. M. (2021). The relationship between workforce sustainability, stress, and career decision: A study of kindergarten teachers during the COVID-19 pandemic. Sustainability, 13(20), 11521. https://doi.org/10.3390/su132011521
Dos Santos, L. M. (2022). Can I teach abroad? Motivations and decision-making processes of teachers to the international locations. Journal of Curriculum and Teaching, 11(4), 13. https://doi.org/10.5430/jct.v11n4p13
Eghosa-Aimufua, O., Boam, A., Webb, K. L., & Browne, J. (2022). ‘I felt forced to find an alternative’: A qualitative analysis of women medical educators’ narratives of career transitions. BMJ Open, 12(9), e059009. https://doi.org/10.1136/bmjopen-2021-059009
Erlina, D., Marzulina, L., Harto, K., Holandyah, M., Wulandari, B. A., Fauzan, M., Fridiyanto, F., & Mukminin, A. (2022). English education and large classes: Unpacking the challenges and coping strategies. Theory and Practice in Language Studies, 12(3), 489-497. https://doi.org/10.17507/tpls.1203.08
Estanislao, J. M. (2023). An Analysis of Access to Quality Basic Education in the Philippines Amid the COVID-19 Pandemic. Diliman Review, 16(1), 64-94. https://journals.upd.edu.ph/index.php/dilimanreview/article/download/10201/9027/
Estillore, C. B., Ismas, R. L., Verde, A. C., & Sudaria, R. V. (2024). Compensation package on public school teachers’ work performance. International Journal of Innovative Science and Research Technology (IJISRT), 940-946. https://doi.org/10.38124/ijisrt/ijisrt24jul949
Gonzaga, E. B. (2024). Opportunities, teachers’ attitude and engagement in continuing professional development (Cpd) Activities. International Journal of Research -GRANTHAALAYAH, 12(4). https://doi.org/10.29121/granthaalayah.v12.i4.2024.5598
Gorard, S., See, B. H., & Morris, R. (2022). How to get more people into teaching? Comparing undergraduates’ and teacher trainees’ motivation and perceptions of a teaching career. Education Sciences, 12(11), 767. https://doi.org/10.3390/educsci12110767
Gorard, S., See, B. H., & Morris, R. (2022). How to get more people into teaching? Comparing undergraduates’ and teacher trainees’ motivation and perceptions of a teaching career. Education Sciences, 12(11), 767. https://doi.org/10.3390/educsci12110767
Guthery, S., & Bailes, L. P. (2023). Unintended consequences of expanding teacher preparation pathways: Does alternative licensure attenuate new teacher pay? AERA Open, 9. https://doi.org/10.1177/23328584231159900
Handriadi, H., Rusdinal, R., & Hadiyanto, H. (2024). Enhancing the quality of educators for excellence in secondary education in Pariaman city: Policy analysis and quality feasibility. Edelweiss Applied Science and Technology, 8(6), 251-259. https://doi.org/10.55214/25768484.v8i6.2050
Heffernan, A., Bright, D., Kim, M., Longmuir, F., & Magyar, B. (2022). ‘I cannot sustain the workload and the emotional toll’: Reasons behind Australian teachers’ intentions to leave the profession. Australian Journal of Education, 66(2), 196-209. https://doi.org/10.1177/00049441221086654
Huang, B., Ma, L., & Huang, L. (2022). My work is meaningless: The consequences of perceived occupational stigma for employees in high-prestige occupations. Frontiers in Psychology, 13. https://doi.org/10.3389/fpsyg.2022.715188
Hungo, M., Casinillo, L., Dagohoy, R., & Lleve JR., E. (2024). Job satisfaction and intention to stay among selected private school teachers: Implication to educational policy. Diversitas Journal, 9(2). https://doi.org/10.48017/dj.v9i2.3035
Islam, S. (2021). Unlearning, Relearning, and paradigm shift to online tertiary education during the COVID-19 pandemic in Bangladesh. Bangladesh Journal of Medical Science, 65-71. https://doi.org/10.3329/bjms.v20i5.55399
Javier, B. (2022). Practices of Filipino public high school teachers on digital teaching and learning technologies during the COVID-19 pandemic: Basis for learning action cell sessions. International Journal of Computing Sciences Research, 6, 707-722. https://doi.org/10.25147/ijcsr.2017.001.1.67
Joffe, H. (2011). Thematic analysis. Qualitative Research Methods in Mental Health and Psychotherapy, 209-223. https://doi.org/10.1002/9781119973249.ch15
Kapoor, N. R., Kumar, A., Alam, T., Kumar, A., Kulkarni, K. S., & Blecich, P. (2021). A review on indoor environment quality of Indian school classrooms. Sustainability, 13(21), 11855. https://doi.org/10.3390/su132111855
Korica, M. (2022). A hopeful manifesto for a more humane academia. Organization Studies, 43(9), 1523-1526. https://doi.org/10.1177/01708406221106316
Kraft, M., & Lyon, M. A. (2024). The rise and fall of the teaching profession: Prestige, interest, preparation, and satisfaction over the last half century. https://doi.org/10.3386/w32386
Lao, G. M., Villamayor, D. J., Campos, F. W., Dasmariñas, H. A., Dechavez, J. P., & Biadoma-Toledo, C. (2022). Career choice: A case study of college students shifting career paths. Indonesian Journal of Educational Research and Technology, 3(2), 135-140. https://doi.org/10.17509/ijert.v3i2.50077
Li, Z., & Guo, W. Y. (2024). Pre-service teachers’ altruistic motivation for choosing teaching as a career: Where does it come from? Frontiers in Psychology, 15, Article 1334470. https://doi.org/10.3389/fpsyg.2024.1334470
Litvinaitė, J. (2022). Between resistance and collaboration: A teacher's professional activity in the third space. Journal of Education Culture and Society, 13(1), 157-171. https://doi.org/10.15503/jecs2022.1.157.171
Livers, S. D., & Lin, L. (2018). Elementary teacher candidates' perspectives on the teaching and learning of English learners. Advances in Higher Education and Professional Development, 23-41. https://doi.org/10.4018/978-1-5225-2906-4.ch002
Magtalas, S. A. (2024). Teacher’s workload in relation to burnout and work performance. International Journal of Multidisciplinary: Applied Business and Education Research, 5(10), 4111-4123. https://doi.org/10.11594/ijmaber.05.10.24
Mananay, J., Alda, R., & Santos, M. S. (2022). Glimpses of teaching in the new normal: Changes, challenges, and chances. International Journal of Learning, Teaching and Educational Research, 21(4), 276-291. https://doi.org/10.26803/ijlter.21.4.16
Mangaoang, E. D. (2021). Precarious Work in the Philippine Public Sector: Nuances and Prospects for Reform. Philippine Journal of Public Administration, 65(1-2), 1-33. https://ncpag.upd.edu.ph/wp-content/uploads/2021-Mangaoang.pdf
Mitchell, R., Hampton, P., & Mambwe, R. (2022). Teacher futures: Global reaction to teacher shortages in rural locations. IAFOR Journal of Education, 10(3), 9-30. https://doi.org/10.22492/ije.10.3.01
Mok, K. H., & Montgomery, C. (2021). Remaking higher education for the post‐COVID‐19 era: Critical reflections on marketization, internationalization and graduate employment. Higher Education Quarterly, 75(3), 373-380. https://doi.org/10.1111/hequ.12330
Mordeno, I. G., Luzano, J. G., Gallemit, I. M., & Gonzaga, E. Z. (2023). Prevalence and predictors of psychological distress and common mental health concerns among Filipino university teachers amid the COVID‐19 pandemic. Psychology in the Schools, 60(9), 3542-3574. https://doi.org/10.1002/pits.22939
Namazova, N. (2023). Changing the level of education and career choice depending on the socioeconomic status of the family: Evidence from Azerbaijan. Sustainability, 15(22), 15845. https://doi.org/10.3390/su152215845
National Economic and Development Authority. (2023). Philippine Development Plan 2023–2028. https://pdp.neda.gov.ph/philippine-development-plan-2023-2028/
Nguyen, T. D., Lam, C. B., & Bruno, P. (2024). What do we know about the extent of teacher shortages nationwide? A systematic examination of reports of U.S. teacher shortages. AERA Open, 10. https://doi.org/10.1177/23328584241276512
Noel, K. T. (2021). Identity tensions: Understanding a previous practitioner’s decision to pursue and depart the teaching profession. Frontiers in Education, 6. https://doi.org/10.3389/feduc.2021.586212
O'Keefe, P. A., Horberg, E. J., Chen, P., & Savani, K. (2021). Should you pursue your passion as a career? Cultural differences in the emphasis on passion in career decisions. Journal of Organizational Behavior, 43(9), 1475-1495. https://doi.org/10.1002/job.2552
Olsen, B. (2021). Teacher quality around the world: What’s currently happening and how can the present inform the future? European Journal of Teacher Education, 44(3), 293-294. https://doi.org/10.1080/02619768.2021.1917053
Orlanda-Ventayen, C., & Ventayen, R. J. (2022). Stress and depression in the workplace of educators in the Philippines. International Journal of Occupational Safety and Health, 12(4), 325-335. https://doi.org/10.3126/ijosh.v12i4.43226
Ortan, F., Simut, C., & Simut, R. (2021). Self-efficacy, job satisfaction and teacher well-being in the K-12 educational system. International Journal of Environmental Research and Public Health, 18(23), 12763. https://doi.org/10.3390/ijerph182312763
Pan, H. W., Chung, C., & Lin, Y. (2023). Exploring the predictors of teacher well-being: An analysis of teacher training preparedness, autonomy, and workload. Sustainability, 15(7), 5804. https://doi.org/10.3390/su15075804
Pasique, D. A., & Maguate, G. S. (2023). Challenges and opportunities among educators in the implementation of continuing professional development. International Journal For Multidisciplinary Research, 5(4), 1-36. https://doi.org/10.36948/ijfmr.2023.v05i04.5336
Pekas, M. G., Santos, F. S., Recede, R. A., & Rosa, M. A. (2022). Filipino teachers' mental health amidst the COVID-19 pandemic. International Journal of Multidisciplinary: Applied Business and Education Research, 3(6), 1017-1027. https://doi.org/10.11594/ijmaber.03.06.07
Pradana, M., & Syarifuddin, S. (2021). The struggle is real: Constraints of online education in Indonesia during the COVID-19 pandemic. Frontiers in Education, 6. https://doi.org/10.3389/feduc.2021.753776
Ravet, J., & Mtika, P. (2021). Educational inclusion in resource-constrained contexts: A study of rural primary schools in Cambodia. International Journal of Inclusive Education, 28(1), 16-37. https://doi.org/10.1080/13603116.2021.1916104
Rizqi, S. D., Retnaningdyah, P., & Lestari, L. A. (2024). Phenomena of English teacher education graduates choosing careers other than teaching. EDUKASIA: Jurnal Pendidikan dan Pembelajaran, 5(1), 1061-1068. https://doi.org/10.62775/edukasia.v5i1.940
Rizvi, M. (2023). Juxtaposition of being professional and becoming professional: Lessons from a nationwide study on teachers' conceptions of their professional status. Frontiers in Education, 8. https://doi.org/10.3389/feduc.2023.1201627
Saks, K. (2022). To stay or not to stay: A model for predicting teacher persistence. Proceedings of the 2022 AERA Annual Meeting. https://doi.org/10.3102/1888068
Scanlan, C. L. (2020). Preparing for the unanticipated: Challenges in conducting semi-structured, in-depth interviews. https://doi.org/10.4135/9781529719208
Sebele-Mpofu, F. Y. (2020). Saturation controversy in qualitative research: Complexities and underlying assumptions. A literature review. Cogent Social Sciences, 6(1). https://doi.org/10.1080/23311886.2020.1838706
Seeliger, S., & Håkansson Lindqvist, M. (2023). Dealing with teacher shortage in Germany—A closer view of four federal states. Education Sciences, 13(3), 227. https://doi.org/10.3390/educsci13030227
Simpson, W., & Tajima, M. (2024). Caring and loving teachers online: Personality in the feminized labour of filipina English language teachers. International Journal of the Sociology of Language, 2024(285), 73-92. https://doi.org/10.1515/ijsl-2023-0036
Singh, H. P., Singh, A., Alam, F., & Agrawal, V. (2022). Impact of sustainable development goals on economic growth in Saudi Arabia: Role of education and training. Sustainability, 14(21), 14119. https://doi.org/10.3390/su142114119
Siregar, Z. A., & Jarudin. (2024). Evolution of Islamic education teachers' competence in Indonesia. International Journal of Religion, 5(4), 48-58. https://doi.org/10.61707/km08qc95
Suhi, S. S., Jabbar, M. A., Farjana, F., Nasrin, N., & Hossain, M. T. (2022). Factors affecting social science students’ career choices: A web-based cross-sectional study in Bangladesh. Education Research International, 2022, 1-11. https://doi.org/10.1155/2022/2765246
Suhi, S. S., Oyshi, F. J., Al Mamun, M. A., Jahan, N., Shohel, T. A., Rahman, M. A., Islam, M. N., & Hossain, M. T. (2021). Public vs. private job dilemma: Influencing factors in career selection for university graduates. PLOS ONE, 16(10), e0258331. https://doi.org/10.1371/journal.pone.0258331
Surianshah, S. (2022). Who gains from class size reduction? Another look at Malaysia’s “Lost boys phenomenon” in student achievement. Jurnal Ekonomi Malaysia, 56(3). https://doi.org/10.17576/jem-2022-5603-07
Suryani, A., & George, S. (2021). “Teacher education is a good choice, but I don’t want to teach in schools.” an analysis of university students’ career decision making. Journal of Education for Teaching, 47(4), 590-604. https://doi.org/10.1080/02607476.2021.1903304
Syakurah, R. A., & Rosyila, R. (2020). Medical student career choice’s determinants in Asia: A systematic review. International Journal of Public Health Science (IJPHS), 9(1), 57. https://doi.org/10.11591/ijphs.v9i1.20400
Tarraya, H. O. (2023). Teachers’ Workload Policy: Its Impact on Philippine Public School Teachers. Puissant, 5. https//puissant.stepacademic.net/puissant/article/view/246
Tarrayo, V., Anudin, A., Mendoza, H., & Parungao-Callueng, E. (2022). Challenges and opportunities in teaching writing online amidst the pandemic: Voices from English language teachers in Philippine universities. Australian Journal of Teacher Education, 47(4), 74-90. https://doi.org/10.14221/ajte.2022v47n4.5
Ueno, K. (2021). Gender-stratified labor market, heterosexual marriage expectation, and LGBQ young adults’ career plans in contemporary Japan. Socius: Sociological Research for a Dynamic World, 7. https://doi.org/10.1177/23780231211052807
Verma, S., Sachdeva, M., & Bajpai, A. (2023). Changing horizon in teaching profession in India: Issues and challenges. Annals of Neurosciences. https://doi.org/10.1177/09727531231208290
Villaseñor, R. M. (2024). Challenges and Dilemmas of Digitalization in Philippine Education: A Grassroots Perspective. Journal of Public Administration and Governance, 14(2), 232-244. https://doi.org/10.5296/jpag.v14i2.22325
Worth, J., & Van den Brande, J. (2020). Teacher workforce dynamics in England: The impact of pay and working conditions on teacher supply. National Foundation for Educational Research. https://www.nfer.ac.uk/media/4111/teacher_workforce_dynamics_in_england.pdf
Xu, C. L., & Ma, Y. (2025). Geography-mediated institutionalised cultural capital: regional inequalities in graduate employment. Positional Competition and Social Inequality in Graduate Careers, 64-78. https://doi.org/10.4324/9781003605713-6
Yin, R. K. (2017). Case study research and applications: Design and methods. SAGE Publications.
Yu, D., Chen, J., Li, X., & Yan, Z. (2022). Trajectory of teacher well-being research between 1973 and 2021: Review evidence from 49 years in Asia. International Journal of Environmental Research and Public Health, 19(19), 12342. https://doi.org/10.3390/ijerph191912342
Yue, W., Yu, L., & Yang, Y. (2023). The occupational anxiety of teachers caused by China’s ‘double reduction’ policy—a study based on the grounded theory. Frontiers in Psychology, 14. https://doi.org/10.3389/fpsyg.2023.1144565
Zhou, H., & Ma, J. (2022). The influence of organizational justice on the turnover intention of primary and secondary school teachers: The importance of sustainable salary management. https://doi.org/10.20944/preprints202207.0233.v1
Downloads
Publicado
Como Citar
Edição
Seção
Licença
Copyright (c) 2025 Jonathan P. Diokno, Lolito Erojo
Este trabalho está licenciado sob uma licença Creative Commons Attribution 4.0 International License.
O periodico Diversitas Journal expressa que os artigos são de unica responsabilidade dos Autores, conhecedores da legislação Brasileira e internacional. Os artigos são revisados pelos pares e devem ter o cuidado de avisar da possível incidencia de plagiarismo. Contudo o plagio é uma ação incontestavel dos autores. A Diversitas Journal não publicará artigos com indicios de Plagiarismos. Artigos com plagios serão tratados em conformidade com os procedimentos de plagiarismo COPE.
A violação dos direitos autorais constitui crime, previsto no artigo 184, do Código Penal Brasileiro:
“Art. 184 Violar direitos de autor e os que lhe são conexos: Pena – detenção, de 3 (três) meses a 1 (um) ano, ou multa. § 1o Se a violação consistir em reprodução total ou parcial, com intuito de lucro direto ou indireto, por qualquer meio ou processo, de obra intelectual, interpretação, execução ou fonograma, sem autorização expressa do autor, do artista intérprete ou executante, do produtor, conforme o caso, ou de quem os represente: Pena – reclusão, de 2 (dois) a 4 (quatro) anos, e multa.”
