Ressignificando o processo de formação profissional: a aprendizagem de atitudes e valores no âmbito da Educação Superior
Autor(a) principal: | |
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Data de Publicação: | 2020 |
Tipo de documento: | Tese |
Idioma: | por |
Título da fonte: | Biblioteca Digital de Teses e Dissertações da PUC_SP |
Texto Completo: | https://tede2.pucsp.br/handle/handle/22963 |
Resumo: | Contemporary society is organized according to an economic model based on the growing availability of knowledge, which, valued for its pragmatic and utilitarian nature, is treated as a commodity, subject to the logic of the global financial market. Thus, in performing their in-herent activities, namely the production and diffusion of knowledge, the Higher Education Institutions assume a technician and market tendency, favoring training courses that are con-cerned with the highly specialized technical domain and the instrumental use of information. Therefore, by neglecting humanistic aspects, the student’s ethical commitment to the common good is not encouraged, indispensable for the practice of democratic citizenship in the plural sociocultural contexts that exist today. Thus, this research postulated the thesis that it is nec-essary to resignify the processes of vocational training offered in the context of Higher Educa-tion, reaching of full human formation – that is, integrating its epistemological, technical and ethical-political dimensions – so that conditions are in place to enable the training of profes-sional citizens. From this perspective, from the study of the pedagogical projects of two dif-ferent undergraduate courses, each one maintained by a certain Higher Education Institution, it was analyzed if these documents manifest the contemporary emergence of promoting the ethical dimension along the formative itineraries which they promote, particularly with regard to the development of attitudes and values, with the aim of identifying curriculum elements that lend themselves to the training of professional citizens. It was concluded, therefore, that the intended resignification of the processes of professional formation requires the establish-ment of a new educational paradigm, which conveniently articulates the following aspects: the protagonist student; the understanding of the learning as a process of growth and development of a person in its entirety; the construction of meaningful knowledge through a close link be-tween theoretical and conceptual reflection, professional practice and out-of-school experi-ence; the pedagogical mediation exercised by the teacher, so that the action of teaching con-sists in promoting meaningful learning; the installation of participatory management spaces that involve all segments of the academic community; the elaboration of a curricular architec-ture that, overcoming a strictly technical-linear arrangement, promotes interdisciplinarity and the progressive and complementary integration of knowledge; the proposition of methodolog-ical strategies that allow the student to appropriate his formation as a true protagonist; the evaluation understood as a possibility of learning |
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Masetto, Marcos Tarcisohttp://buscatextual.cnpq.br/buscatextual/visualizacv.do?id=K4728586Z3Novais, Luis Eduardo Duarte2020-02-21T11:59:23Z2020-02-05Novais, Luis Eduardo Duarte. Ressignificando o processo de formação profissional: a aprendizagem de atitudes e valores no âmbito da Educação Superior. 2020. 113 f. Tese (Doutorado em Educação: Currículo) - Programa de Estudos Pós-Graduados em Educação: Currículo, Pontifícia Universidade Católica de São Paulo, São Paulo, 2020.https://tede2.pucsp.br/handle/handle/22963Contemporary society is organized according to an economic model based on the growing availability of knowledge, which, valued for its pragmatic and utilitarian nature, is treated as a commodity, subject to the logic of the global financial market. Thus, in performing their in-herent activities, namely the production and diffusion of knowledge, the Higher Education Institutions assume a technician and market tendency, favoring training courses that are con-cerned with the highly specialized technical domain and the instrumental use of information. Therefore, by neglecting humanistic aspects, the student’s ethical commitment to the common good is not encouraged, indispensable for the practice of democratic citizenship in the plural sociocultural contexts that exist today. Thus, this research postulated the thesis that it is nec-essary to resignify the processes of vocational training offered in the context of Higher Educa-tion, reaching of full human formation – that is, integrating its epistemological, technical and ethical-political dimensions – so that conditions are in place to enable the training of profes-sional citizens. From this perspective, from the study of the pedagogical projects of two dif-ferent undergraduate courses, each one maintained by a certain Higher Education Institution, it was analyzed if these documents manifest the contemporary emergence of promoting the ethical dimension along the formative itineraries which they promote, particularly with regard to the development of attitudes and values, with the aim of identifying curriculum elements that lend themselves to the training of professional citizens. It was concluded, therefore, that the intended resignification of the processes of professional formation requires the establish-ment of a new educational paradigm, which conveniently articulates the following aspects: the protagonist student; the understanding of the learning as a process of growth and development of a person in its entirety; the construction of meaningful knowledge through a close link be-tween theoretical and conceptual reflection, professional practice and out-of-school experi-ence; the pedagogical mediation exercised by the teacher, so that the action of teaching con-sists in promoting meaningful learning; the installation of participatory management spaces that involve all segments of the academic community; the elaboration of a curricular architec-ture that, overcoming a strictly technical-linear arrangement, promotes interdisciplinarity and the progressive and complementary integration of knowledge; the proposition of methodolog-ical strategies that allow the student to appropriate his formation as a true protagonist; the evaluation understood as a possibility of learningA sociedade contemporânea organiza-se segundo um modelo econômico que se fundamenta sobre a disponibilidade crescente do conhecimento, o qual, valorizado por sua natureza prag-mática e utilitária, é tratado como mercadoria, sujeita à lógica do mercado financeiro global. Assim, ao desempenharem as atividades que lhes são inerentes, quais sejam a produção e a difusão do saber, as Instituições de Ensino Superior assumem uma tendência tecnicista e mer-cadológica, privilegiando percursos formativos que se preocupam com o domínio técnico al-tamente especializado e a utilização instrumental de informações. Portanto, negligenciando-se aspectos humanísticos, não se incentiva o compromisso ético do estudante com o bem-comum, indispensável para a prática da cidadania democrática nos contextos socioculturais plurais que se verificam atualmente. Deste modo, esta pesquisa postulou a tese de que é ne-cessário ressignificar os processos de formação profissional oferecidos no âmbito da Educa-ção Superior, alcançando a noção de formação humana plena – isto é, integrando suas dimen-sões epistemológica, técnica e ético-política –, para que se estabeleçam condições que possi-bilitem a formação de profissionais-cidadãos. Sob esta perspectiva, a partir do estudo dos pro-jetos pedagógicos de dois cursos de graduação distintos, cada um deles mantido por uma de-terminada Instituição de Ensino Superior, analisou-se se esses documentos manifestam a emergência contemporânea de se promover a dimensão ética junto aos itinerários formativos que promovem, particularmente com relação ao desenvolvimento de atitudes e valores, com o objetivo de identificar elementos curriculares que se prestam à formação de profissionais-cidadãos. Concluiu-se, então, que a pretendida ressignificação dos processos de formação profissional impõe que se fixe um novo paradigma educativo, em que se articulem, conveni-entemente, os seguintes aspectos: o protagonismo do aluno; a compreensão da aprendizagem como processo de crescimento e desenvolvimento de uma pessoa em sua totalidade; a cons-trução de conhecimento significativo, por meio de uma estreita vinculação entre reflexão teó-rico-conceitual, prática profissional e experiência extra-escolar; a mediação pedagógica exer-cida pelo professor, de tal modo que a ação de ensinar consista em promover uma aprendiza-gem significativa; a instalação de espaços de gestão participativa que envolvam todos os seg-mentos da comunidade acadêmica; a elaboração de uma arquitetura curricular que, superando um arranjo estritamente técnico-linear, promova a interdisciplinaridade e a integração pro-gressiva e complementar do conhecimento; a proposição de estratégias metodológicas que permitam, ao aluno, apropriar-se de sua formação, como verdadeiro protagonista; a avaliação entendida como possibilidade de aprendizagemCoordenação de Aperfeiçoamento de Pessoal de Nível Superior - CAPESapplication/pdfhttp://tede2.pucsp.br/tede/retrieve/51486/Luis%20Eduardo%20Duarte%20Novai.pdf.jpgporPontifícia Universidade Católica de São PauloPrograma de Estudos Pós-Graduados em Educação: CurrículoPUC-SPBrasilFaculdade de EducaçãoEnsino superior - Finalidades e objetivosFormação humana plenaFormação profissionalEducation, Higher - Aims and objectivesFull human formationOccupational trainingCNPQ::CIENCIAS HUMANAS::EDUCACAO::CURRICULORessignificando o processo de formação profissional: a aprendizagem de atitudes e valores no âmbito da Educação SuperiorResignifying the process of vocational training: the learn-ing of attitudes and values in the context of Higher Educationinfo:eu-repo/semantics/publishedVersioninfo:eu-repo/semantics/doctoralThesisinfo:eu-repo/semantics/openAccessreponame:Biblioteca Digital de Teses e Dissertações da PUC_SPinstname:Pontifícia Universidade Católica de São Paulo (PUC-SP)instacron:PUC_SPTEXTLuis Eduardo Duarte Novai.pdf.txtLuis Eduardo Duarte Novai.pdf.txtExtracted texttext/plain274788https://repositorio.pucsp.br/xmlui/bitstream/handle/22963/4/Luis%20Eduardo%20Duarte%20Novai.pdf.txtb427dae90d3af86ed5e1a7c16db814d5MD54LICENSElicense.txtlicense.txttext/plain; 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dc.title.por.fl_str_mv |
Ressignificando o processo de formação profissional: a aprendizagem de atitudes e valores no âmbito da Educação Superior |
dc.title.alternative.eng.fl_str_mv |
Resignifying the process of vocational training: the learn-ing of attitudes and values in the context of Higher Education |
title |
Ressignificando o processo de formação profissional: a aprendizagem de atitudes e valores no âmbito da Educação Superior |
spellingShingle |
Ressignificando o processo de formação profissional: a aprendizagem de atitudes e valores no âmbito da Educação Superior Novais, Luis Eduardo Duarte Ensino superior - Finalidades e objetivos Formação humana plena Formação profissional Education, Higher - Aims and objectives Full human formation Occupational training CNPQ::CIENCIAS HUMANAS::EDUCACAO::CURRICULO |
title_short |
Ressignificando o processo de formação profissional: a aprendizagem de atitudes e valores no âmbito da Educação Superior |
title_full |
Ressignificando o processo de formação profissional: a aprendizagem de atitudes e valores no âmbito da Educação Superior |
title_fullStr |
Ressignificando o processo de formação profissional: a aprendizagem de atitudes e valores no âmbito da Educação Superior |
title_full_unstemmed |
Ressignificando o processo de formação profissional: a aprendizagem de atitudes e valores no âmbito da Educação Superior |
title_sort |
Ressignificando o processo de formação profissional: a aprendizagem de atitudes e valores no âmbito da Educação Superior |
author |
Novais, Luis Eduardo Duarte |
author_facet |
Novais, Luis Eduardo Duarte |
author_role |
author |
dc.contributor.advisor1.fl_str_mv |
Masetto, Marcos Tarciso |
dc.contributor.authorLattes.fl_str_mv |
http://buscatextual.cnpq.br/buscatextual/visualizacv.do?id=K4728586Z3 |
dc.contributor.author.fl_str_mv |
Novais, Luis Eduardo Duarte |
contributor_str_mv |
Masetto, Marcos Tarciso |
dc.subject.por.fl_str_mv |
Ensino superior - Finalidades e objetivos Formação humana plena Formação profissional |
topic |
Ensino superior - Finalidades e objetivos Formação humana plena Formação profissional Education, Higher - Aims and objectives Full human formation Occupational training CNPQ::CIENCIAS HUMANAS::EDUCACAO::CURRICULO |
dc.subject.eng.fl_str_mv |
Education, Higher - Aims and objectives Full human formation Occupational training |
dc.subject.cnpq.fl_str_mv |
CNPQ::CIENCIAS HUMANAS::EDUCACAO::CURRICULO |
description |
Contemporary society is organized according to an economic model based on the growing availability of knowledge, which, valued for its pragmatic and utilitarian nature, is treated as a commodity, subject to the logic of the global financial market. Thus, in performing their in-herent activities, namely the production and diffusion of knowledge, the Higher Education Institutions assume a technician and market tendency, favoring training courses that are con-cerned with the highly specialized technical domain and the instrumental use of information. Therefore, by neglecting humanistic aspects, the student’s ethical commitment to the common good is not encouraged, indispensable for the practice of democratic citizenship in the plural sociocultural contexts that exist today. Thus, this research postulated the thesis that it is nec-essary to resignify the processes of vocational training offered in the context of Higher Educa-tion, reaching of full human formation – that is, integrating its epistemological, technical and ethical-political dimensions – so that conditions are in place to enable the training of profes-sional citizens. From this perspective, from the study of the pedagogical projects of two dif-ferent undergraduate courses, each one maintained by a certain Higher Education Institution, it was analyzed if these documents manifest the contemporary emergence of promoting the ethical dimension along the formative itineraries which they promote, particularly with regard to the development of attitudes and values, with the aim of identifying curriculum elements that lend themselves to the training of professional citizens. It was concluded, therefore, that the intended resignification of the processes of professional formation requires the establish-ment of a new educational paradigm, which conveniently articulates the following aspects: the protagonist student; the understanding of the learning as a process of growth and development of a person in its entirety; the construction of meaningful knowledge through a close link be-tween theoretical and conceptual reflection, professional practice and out-of-school experi-ence; the pedagogical mediation exercised by the teacher, so that the action of teaching con-sists in promoting meaningful learning; the installation of participatory management spaces that involve all segments of the academic community; the elaboration of a curricular architec-ture that, overcoming a strictly technical-linear arrangement, promotes interdisciplinarity and the progressive and complementary integration of knowledge; the proposition of methodolog-ical strategies that allow the student to appropriate his formation as a true protagonist; the evaluation understood as a possibility of learning |
publishDate |
2020 |
dc.date.accessioned.fl_str_mv |
2020-02-21T11:59:23Z |
dc.date.issued.fl_str_mv |
2020-02-05 |
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info:eu-repo/semantics/publishedVersion |
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info:eu-repo/semantics/doctoralThesis |
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Novais, Luis Eduardo Duarte. Ressignificando o processo de formação profissional: a aprendizagem de atitudes e valores no âmbito da Educação Superior. 2020. 113 f. Tese (Doutorado em Educação: Currículo) - Programa de Estudos Pós-Graduados em Educação: Currículo, Pontifícia Universidade Católica de São Paulo, São Paulo, 2020. |
dc.identifier.uri.fl_str_mv |
https://tede2.pucsp.br/handle/handle/22963 |
identifier_str_mv |
Novais, Luis Eduardo Duarte. Ressignificando o processo de formação profissional: a aprendizagem de atitudes e valores no âmbito da Educação Superior. 2020. 113 f. Tese (Doutorado em Educação: Currículo) - Programa de Estudos Pós-Graduados em Educação: Currículo, Pontifícia Universidade Católica de São Paulo, São Paulo, 2020. |
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