Professor profissional ou profissional professor: breve olhar sobre a formação de professores de um curso de engenharia civil de Santa Catarina

• Autor(a) principal: Medeiros, Elita de
• Data de Publicação: 2019
• Tipo de documento: Dissertação
• Idioma: por
• Título da fonte: Repositório Universitário da Ânima (RUNA)
• Texto Completo: https://repositorio.animaeducacao.com.br/handle/ANIMA/3581
• topic: Ensino superior; Perfil docente; Organização de processos educativos; Engenharia civil

In Brazil, Higher Education is offered in the modalities known as bachelor, graduation in Education1 and technological graduation. The professional who works in the courses for bachelor and technological graduation are bachelors or technologists, and they are not necessarily trained for teaching, responsibility of the graduation in Education. The Law number 9394/96, in its Art. 52, item II, prevents at least a third of the faculty with academic title of master or doctor, but there is no obligation for teaching training for the professionals who did not attend the graduation in Education. This problem is worked around by the lato sensu post-graduation and by the continuous training offered by the Institutions of Higher Education (IES in Portuguese acronym). Among these courses there is the Civil Engineering, object for this research, where the answer for the following question was searched: How does the lecturer of Civil Engineering Faculty understand his/her identity, as a professional Civil Engineer or a lecturer of Civil Engineering? Through a sampling research in a university in Southern Santa Catarina, as field featuring, the investigation searched, by a questionnaire and semi structured interviews, answer the question designed. As analysis method, the Collective Subject Speech was chosen, based on Lefevre e Lefevre (2006), using the software WebQDA. The sample for research was composed by lecturers working at the course selected in two campuses during 2018 the first semester, 23 professionals in each one, and 4 semi structured interviews were performed with 2 lecturers each campus. Our results point that it is not possible generalizing the identity or training of participants because of the diversity and individuality. However, our studies point to the changings needed in the policies for higher education teachers training.