The Reading Concept of University Teachers and Pedagogical Implications
Autor(a) principal: | |
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Data de Publicação: | 2020 |
Outros Autores: | , |
Tipo de documento: | Artigo |
Idioma: | por |
Título da fonte: | Tear: Revista de Educação Ciência e Tecnologia |
Texto Completo: | https://periodicos.ifrs.edu.br/index.php/tear/article/view/3860 |
Resumo: | Abstract: Reading formation is intrinsic to pedagogical knowledge and practice, since reading is part of the constitution of the subjects and the teaching. The aim of the present study was to understand the concept of reading of university professors and the pedagogical implications from the perception of teachers. The study was descriptive with a qualitative approach, having as its locus the University of the Extreme South of Santa Catarina (UNESC). Forty-eight teachers participated. The data collection instrument was a questionnaire. As for data analysis, the principles of content analysis of Bardin (2004) were used. The theoretical support was based on the concepts of teacher education approached by Freire (2002; 2006), Cunha (2010a; 2010b; 2012), Nóvoa (1992), Tardif (2002) and Zabalza (2004), among others. For the discussion about reading education, the dialogue took place with Leffa (1996) and Souza (2002), plus the contribution of other researchers. We identified that teacher and reader training is not a homogeneous process and is constituted through the critical reflexivity on the pedagogical practices and through the continuous reconstruction of the cultural identity of each teacher. Regarding the pedagogical practices, the research distinguished that the reading formation process is an influencing factor concerning teaching and learning methodologies also in higher education. Keywords: University professors. Reader training. Pedagogical practice. |
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The Reading Concept of University Teachers and Pedagogical ImplicationsO conceito de leitura dos docentes universitários e implicações pedagógicasAbstract: Reading formation is intrinsic to pedagogical knowledge and practice, since reading is part of the constitution of the subjects and the teaching. The aim of the present study was to understand the concept of reading of university professors and the pedagogical implications from the perception of teachers. The study was descriptive with a qualitative approach, having as its locus the University of the Extreme South of Santa Catarina (UNESC). Forty-eight teachers participated. The data collection instrument was a questionnaire. As for data analysis, the principles of content analysis of Bardin (2004) were used. The theoretical support was based on the concepts of teacher education approached by Freire (2002; 2006), Cunha (2010a; 2010b; 2012), Nóvoa (1992), Tardif (2002) and Zabalza (2004), among others. For the discussion about reading education, the dialogue took place with Leffa (1996) and Souza (2002), plus the contribution of other researchers. We identified that teacher and reader training is not a homogeneous process and is constituted through the critical reflexivity on the pedagogical practices and through the continuous reconstruction of the cultural identity of each teacher. Regarding the pedagogical practices, the research distinguished that the reading formation process is an influencing factor concerning teaching and learning methodologies also in higher education. Keywords: University professors. Reader training. Pedagogical practice.Resumo: A formação leitora é intrínseca ao saber e fazer pedagógico, uma vez que a leitura faz parte da constituição dos sujeitos e da docência. O objetivo do presente estudo foi compreender o conceito de leitura dos docentes universitários e as implicações pedagógicas a partir da percepção dos professores. O estudo foi descritivo de abordagem qualitativa, tendo como lócus a Universidade do Extremo Sul Catarinense (UNESC). Participaram quarenta e oito professores. O instrumento de coleta de dados foi o questionário. Quanto à análise dos dados, foram utilizados os princípios da análise de conteúdo de Bardin (2004). O aporte teórico amparou-se nos conceitos de formação de professores abordados por Freire (2002; 2006), Cunha (2010a; 2010b; 2012), Nóvoa (1992), Tardif (2002) e Zabalza (2004), dentre outros. Para a discussão acerca da formação leitora, o diálogo ocorreu com Leffa (1996) e Souza (2002), acrescido da contribuição de outros pesquisadores. Identificamos que a formação docente e leitora não é um processo homogêneo e constitui-se por meio da reflexibilidade crítica sobre as práticas pedagógicas e por intermédio da reconstrução contínua da identidade cultural de cada professor. Com relação às práticas pedagógicas, a pesquisa distinguiu que o processo de formação leitora é um fator influenciador nos quesitos de metodologias de ensino aprendizagem também no ensino superior. Palavras-chave: Docentes universitários. Formação leitora. Prática pedagógica.Instituto Federal de Educação, Ciência e Tecnologia do Rio Grande do Sul2020-07-05info:eu-repo/semantics/articleinfo:eu-repo/semantics/publishedVersionapplication/pdfhttps://periodicos.ifrs.edu.br/index.php/tear/article/view/386010.35819/tear.v9.n1.a3860#Tear: Journal of Education, Science and Technology; Vol. 9 No. 1 (2020): SOCIOSCIENTIFIC CONTROVERSIES ON THE INTERDISCIPLINARY PERSPECTIVE FOR TEACHER TRAINING#Tear Revista de Educación, Ciencia y Tecnología; Vol. 9 Núm. 1 (2020): CONTROVERSIAS SOCIOCIENTÍFICAS EN LA PERSPECTIVA INTERDISCIPLINARIA DE FORMACIÓN DE PROFESORES#Tear: Revista de Educação, Ciência e Tecnologia; v. 9 n. 1 (2020): CONTROVÉRSIAS SOCIOCIENTÍFICAS NA PERSPECTIVA INTERDISCIPLINAR DE FORMAÇÃO DE PROFESSORES2238-807910.35819/tear.v9.n1reponame:Tear: Revista de Educação Ciência e Tecnologiainstname:Instituto Federal de Educação, Ciência e Tecnologia do Rio Grande do Sul (IFRS)instacron:IFRSporhttps://periodicos.ifrs.edu.br/index.php/tear/article/view/3860/2676Copyright (c) 2020 #Tear: Revista de Educação, Ciência e Tecnologiainfo:eu-repo/semantics/openAccessVolpato, GildoDias, Almerinda Tereza Bianca Bez BattiSoares, Charlene2020-07-13T13:00:35Zoai:ojs2.periodicos.ifrs.edu.br:article/3860Revistahttps://periodicos.ifrs.edu.br/index.php/tearPUBhttps://periodicos.ifrs.edu.br/index.php/tear/oai||tear@canoas.ifrs.edu.br2238-80792238-8079opendoar:2020-07-13T13:00:35Tear: Revista de Educação Ciência e Tecnologia - Instituto Federal de Educação, Ciência e Tecnologia do Rio Grande do Sul (IFRS)false |
dc.title.none.fl_str_mv |
The Reading Concept of University Teachers and Pedagogical Implications O conceito de leitura dos docentes universitários e implicações pedagógicas |
title |
The Reading Concept of University Teachers and Pedagogical Implications |
spellingShingle |
The Reading Concept of University Teachers and Pedagogical Implications Volpato, Gildo |
title_short |
The Reading Concept of University Teachers and Pedagogical Implications |
title_full |
The Reading Concept of University Teachers and Pedagogical Implications |
title_fullStr |
The Reading Concept of University Teachers and Pedagogical Implications |
title_full_unstemmed |
The Reading Concept of University Teachers and Pedagogical Implications |
title_sort |
The Reading Concept of University Teachers and Pedagogical Implications |
author |
Volpato, Gildo |
author_facet |
Volpato, Gildo Dias, Almerinda Tereza Bianca Bez Batti Soares, Charlene |
author_role |
author |
author2 |
Dias, Almerinda Tereza Bianca Bez Batti Soares, Charlene |
author2_role |
author author |
dc.contributor.author.fl_str_mv |
Volpato, Gildo Dias, Almerinda Tereza Bianca Bez Batti Soares, Charlene |
description |
Abstract: Reading formation is intrinsic to pedagogical knowledge and practice, since reading is part of the constitution of the subjects and the teaching. The aim of the present study was to understand the concept of reading of university professors and the pedagogical implications from the perception of teachers. The study was descriptive with a qualitative approach, having as its locus the University of the Extreme South of Santa Catarina (UNESC). Forty-eight teachers participated. The data collection instrument was a questionnaire. As for data analysis, the principles of content analysis of Bardin (2004) were used. The theoretical support was based on the concepts of teacher education approached by Freire (2002; 2006), Cunha (2010a; 2010b; 2012), Nóvoa (1992), Tardif (2002) and Zabalza (2004), among others. For the discussion about reading education, the dialogue took place with Leffa (1996) and Souza (2002), plus the contribution of other researchers. We identified that teacher and reader training is not a homogeneous process and is constituted through the critical reflexivity on the pedagogical practices and through the continuous reconstruction of the cultural identity of each teacher. Regarding the pedagogical practices, the research distinguished that the reading formation process is an influencing factor concerning teaching and learning methodologies also in higher education. Keywords: University professors. Reader training. Pedagogical practice. |
publishDate |
2020 |
dc.date.none.fl_str_mv |
2020-07-05 |
dc.type.driver.fl_str_mv |
info:eu-repo/semantics/article info:eu-repo/semantics/publishedVersion |
format |
article |
status_str |
publishedVersion |
dc.identifier.uri.fl_str_mv |
https://periodicos.ifrs.edu.br/index.php/tear/article/view/3860 10.35819/tear.v9.n1.a3860 |
url |
https://periodicos.ifrs.edu.br/index.php/tear/article/view/3860 |
identifier_str_mv |
10.35819/tear.v9.n1.a3860 |
dc.language.iso.fl_str_mv |
por |
language |
por |
dc.relation.none.fl_str_mv |
https://periodicos.ifrs.edu.br/index.php/tear/article/view/3860/2676 |
dc.rights.driver.fl_str_mv |
Copyright (c) 2020 #Tear: Revista de Educação, Ciência e Tecnologia info:eu-repo/semantics/openAccess |
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Copyright (c) 2020 #Tear: Revista de Educação, Ciência e Tecnologia |
eu_rights_str_mv |
openAccess |
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application/pdf |
dc.publisher.none.fl_str_mv |
Instituto Federal de Educação, Ciência e Tecnologia do Rio Grande do Sul |
publisher.none.fl_str_mv |
Instituto Federal de Educação, Ciência e Tecnologia do Rio Grande do Sul |
dc.source.none.fl_str_mv |
#Tear: Journal of Education, Science and Technology; Vol. 9 No. 1 (2020): SOCIOSCIENTIFIC CONTROVERSIES ON THE INTERDISCIPLINARY PERSPECTIVE FOR TEACHER TRAINING #Tear Revista de Educación, Ciencia y Tecnología; Vol. 9 Núm. 1 (2020): CONTROVERSIAS SOCIOCIENTÍFICAS EN LA PERSPECTIVA INTERDISCIPLINARIA DE FORMACIÓN DE PROFESORES #Tear: Revista de Educação, Ciência e Tecnologia; v. 9 n. 1 (2020): CONTROVÉRSIAS SOCIOCIENTÍFICAS NA PERSPECTIVA INTERDISCIPLINAR DE FORMAÇÃO DE PROFESSORES 2238-8079 10.35819/tear.v9.n1 reponame:Tear: Revista de Educação Ciência e Tecnologia instname:Instituto Federal de Educação, Ciência e Tecnologia do Rio Grande do Sul (IFRS) instacron:IFRS |
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Instituto Federal de Educação, Ciência e Tecnologia do Rio Grande do Sul (IFRS) |
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Tear: Revista de Educação Ciência e Tecnologia |
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Tear: Revista de Educação Ciência e Tecnologia |
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Tear: Revista de Educação Ciência e Tecnologia - Instituto Federal de Educação, Ciência e Tecnologia do Rio Grande do Sul (IFRS) |
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||tear@canoas.ifrs.edu.br |
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