Entering the teaching profession at the Academia Militar das Agulhas Negras

Detalhes bibliográficos
Autor(a) principal: Magno de Almeida, Anderson
Data de Publicação: 2019
Outros Autores: Banhara Ambrosetti, Neusa
Tipo de documento: Artigo
Idioma: por
Título da fonte: Revista Brasileira de Estudos Pedagógicos (Online)
Texto Completo: https://rbep.inep.gov.br/ojs3/index.php/rbep/article/view/4095
Resumo: This article analyzes the challenges associated with teaching, in the context of military higher education, from the perspective of professors of the Academia Militar das Agulhas Negras. The theoretical framework is based on contributions of authors who have been discussing the process of entering teaching and the professional development of professor within non-military educational institutions. A qualitative research was employed, based on a questionnaire (with open and closed questions) and documentary analysis. Forty seven out of ninety five professors took part on the research. The questionnaire was answered via electronic device, in order to maintain the participants’ anonymity. Data analysis revealed that 55% of the professors graduated in the researched institution; thus,they were alumnus of military higher education institutions, while 45% were alumnus of non-military institutions. The results point to diferences in the participant-professors’ notion regarding the teaching and learning process, as well as regarding the challenges of teaching, in the context of military higher education, which may be related to the academic path and prior institutional ties.
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spelling Entering the teaching profession at the Academia Militar das Agulhas NegrasInserción en la docencia de la Academia Militar de Agulhas Negras: la perspectiva de los professores Inserção na docência da Academia Militar das Agulhas Negras: a perspectiva dos professoreshigher educationmilitary educationprofessional development.educación superioreducación militardesarrollo profesional.educação superiorensino militardesenvolvimento profissional.This article analyzes the challenges associated with teaching, in the context of military higher education, from the perspective of professors of the Academia Militar das Agulhas Negras. The theoretical framework is based on contributions of authors who have been discussing the process of entering teaching and the professional development of professor within non-military educational institutions. A qualitative research was employed, based on a questionnaire (with open and closed questions) and documentary analysis. Forty seven out of ninety five professors took part on the research. The questionnaire was answered via electronic device, in order to maintain the participants’ anonymity. Data analysis revealed that 55% of the professors graduated in the researched institution; thus,they were alumnus of military higher education institutions, while 45% were alumnus of non-military institutions. The results point to diferences in the participant-professors’ notion regarding the teaching and learning process, as well as regarding the challenges of teaching, in the context of military higher education, which may be related to the academic path and prior institutional ties.Este artículo tuvo como objetivo analizar los desafíos de actuación docente, en el contexto de la educación superior militar, desde la perspectiva de los profesores de la Academia Militar das Agulhas Negras (Aman). El marco teórico se basa en las contribuciones de autores que han estado discutiendo el proceso de inserción de profesionales y su desarrollo em la carrera docente en instituciones educativas civiles. Se llevó a cabo una investigación cualitativa, a partir de la aplicación de un cuestionario (con preguntas de opción múltiple discursivas y objetivas) y análisis de documentos. La encuesta contó con la participación de 47 profesores de um total de 95. El cuestionario fue respondido electrónicamente, asegurando el anonimato de los participantes. El análisis de los datos mostró que el 55 % de los profesores de la muestra se graduaron en la propia institución, por tanto, provenían de la educación superior militar, mientras que el 45 % se graduó en instituciones civiles. Los resultados también mostraron que existen diferentes percepciones sobre el proceso de enseñanza-aprendizaje y los desafíos de la carrera docente, en el contexto de la educación superior militar, que pueden estar asociados con la trayectoria académica y con los vínculos institucionales anteriores.Este artigo teve como objetivo analisar os desafios de atuação docente, no contexto do ensino superior militar, na perspectiva dos professores da Academia Militar das Agulhas Negras (Aman). O referencial teórico apoia-se nas contribuições de autores que vêm discutindo o processo de inserção de profissionais e o seu desenvolvimento na carreira docente em instituições civis de ensino. Foi realizada pesquisa qualitativa, a partir da aplicação de um questionário (com questões discursivas e objetivas de múltipla escolha) e análise documental. A pesquisa contou com a participação de 47 docentes de um total de 95. O questionário foi respondido por meio eletrônico, sendo garantido o anonimato dos participantes. A análise dos dados demonstrou que 55% dos docentes que compunham a amostra foram graduados na própria instituição, portanto, vinham do ensino superior militar, enquanto 45% foram graduados em instituições civis. Os resultados demonstraram ainda que há diferentes percepções sobre o processo ensino-aprendizagem e sobre os desafios da carreira docente, no contexto do ensino superior militar, as quais podem estar associadas à trajetória acadêmica e aos vínculos institucionais anteriores.INEP2019-06-18info:eu-repo/semantics/articleinfo:eu-repo/semantics/publishedVersionapplication/pdfhttps://rbep.inep.gov.br/ojs3/index.php/rbep/article/view/409510.24109/2176-6681.rbep.100i256.4209Revista Brasileira de Estudos Pedagógicos; v. 100 n. 256 (2019)Revista Brasileña de Estudios Pedagógicos; Vol. 100 Núm. 256 (2019)Brazilian Journal of Pedagogical Studies ; Vol 100 No 256 (2019)2176-66810034-718310.24109/2176-6681.rbep.100i256reponame:Revista Brasileira de Estudos Pedagógicos (Online)instname:Instituto Nacional de Estudos e Pesquisas Educacionais Anísio Teixeira (INEP)instacron:INEPporhttps://rbep.inep.gov.br/ojs3/index.php/rbep/article/view/4095/363010.24109/2176-6681.rbep.100i256.3630Magno de Almeida, AndersonBanhara Ambrosetti, Neusainfo:eu-repo/semantics/openAccess2022-06-24T15:44:49Zoai:ojs3.inep:article/4095Revistahttp://emaberto.inep.gov.br/index.php/rbepPUBhttps://old.scielo.br/oai/scielo-oai.php||tania.castro@inep.gov.br2176-66810034-7183opendoar:2022-06-24T15:44:49Revista Brasileira de Estudos Pedagógicos (Online) - Instituto Nacional de Estudos e Pesquisas Educacionais Anísio Teixeira (INEP)false
dc.title.none.fl_str_mv Entering the teaching profession at the Academia Militar das Agulhas Negras
Inserción en la docencia de la Academia Militar de Agulhas Negras: la perspectiva de los professores
Inserção na docência da Academia Militar das Agulhas Negras: a perspectiva dos professores
title Entering the teaching profession at the Academia Militar das Agulhas Negras
spellingShingle Entering the teaching profession at the Academia Militar das Agulhas Negras
Magno de Almeida, Anderson
higher education
military education
professional development.
educación superior
educación militar
desarrollo profesional.
educação superior
ensino militar
desenvolvimento profissional.
title_short Entering the teaching profession at the Academia Militar das Agulhas Negras
title_full Entering the teaching profession at the Academia Militar das Agulhas Negras
title_fullStr Entering the teaching profession at the Academia Militar das Agulhas Negras
title_full_unstemmed Entering the teaching profession at the Academia Militar das Agulhas Negras
title_sort Entering the teaching profession at the Academia Militar das Agulhas Negras
author Magno de Almeida, Anderson
author_facet Magno de Almeida, Anderson
Banhara Ambrosetti, Neusa
author_role author
author2 Banhara Ambrosetti, Neusa
author2_role author
dc.contributor.author.fl_str_mv Magno de Almeida, Anderson
Banhara Ambrosetti, Neusa
dc.subject.por.fl_str_mv higher education
military education
professional development.
educación superior
educación militar
desarrollo profesional.
educação superior
ensino militar
desenvolvimento profissional.
topic higher education
military education
professional development.
educación superior
educación militar
desarrollo profesional.
educação superior
ensino militar
desenvolvimento profissional.
description This article analyzes the challenges associated with teaching, in the context of military higher education, from the perspective of professors of the Academia Militar das Agulhas Negras. The theoretical framework is based on contributions of authors who have been discussing the process of entering teaching and the professional development of professor within non-military educational institutions. A qualitative research was employed, based on a questionnaire (with open and closed questions) and documentary analysis. Forty seven out of ninety five professors took part on the research. The questionnaire was answered via electronic device, in order to maintain the participants’ anonymity. Data analysis revealed that 55% of the professors graduated in the researched institution; thus,they were alumnus of military higher education institutions, while 45% were alumnus of non-military institutions. The results point to diferences in the participant-professors’ notion regarding the teaching and learning process, as well as regarding the challenges of teaching, in the context of military higher education, which may be related to the academic path and prior institutional ties.
publishDate 2019
dc.date.none.fl_str_mv 2019-06-18
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://rbep.inep.gov.br/ojs3/index.php/rbep/article/view/4095
10.24109/2176-6681.rbep.100i256.4209
url https://rbep.inep.gov.br/ojs3/index.php/rbep/article/view/4095
identifier_str_mv 10.24109/2176-6681.rbep.100i256.4209
dc.language.iso.fl_str_mv por
language por
dc.relation.none.fl_str_mv https://rbep.inep.gov.br/ojs3/index.php/rbep/article/view/4095/3630
10.24109/2176-6681.rbep.100i256.3630
dc.rights.driver.fl_str_mv info:eu-repo/semantics/openAccess
eu_rights_str_mv openAccess
dc.format.none.fl_str_mv application/pdf
dc.publisher.none.fl_str_mv INEP
publisher.none.fl_str_mv INEP
dc.source.none.fl_str_mv Revista Brasileira de Estudos Pedagógicos; v. 100 n. 256 (2019)
Revista Brasileña de Estudios Pedagógicos; Vol. 100 Núm. 256 (2019)
Brazilian Journal of Pedagogical Studies ; Vol 100 No 256 (2019)
2176-6681
0034-7183
10.24109/2176-6681.rbep.100i256
reponame:Revista Brasileira de Estudos Pedagógicos (Online)
instname:Instituto Nacional de Estudos e Pesquisas Educacionais Anísio Teixeira (INEP)
instacron:INEP
instname_str Instituto Nacional de Estudos e Pesquisas Educacionais Anísio Teixeira (INEP)
instacron_str INEP
institution INEP
reponame_str Revista Brasileira de Estudos Pedagógicos (Online)
collection Revista Brasileira de Estudos Pedagógicos (Online)
repository.name.fl_str_mv Revista Brasileira de Estudos Pedagógicos (Online) - Instituto Nacional de Estudos e Pesquisas Educacionais Anísio Teixeira (INEP)
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