Docência universitária e bacharéis docentes: processos formativos e a prática pedagógica

Detalhes bibliográficos
Autor(a) principal: Rehem, Cácia Cristina França
Data de Publicação: 2018
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/21781
Resumo: The goal of this study was to analyze the teaching formation of bachelors and their implications in pedagogical practices, as well as the training needs requested by them. We attempted to investigate the training and pedagogical practices of bachelors/professors and discuss them in relation to the current proposals for training professors in higher education. Therefore, the theoretical framework of this work was based on the studies by paramount authors about formation: Marcelo Garcia (1999, 2009); Masetto (1998, 2012a, b); Zabalza (2014); Nóvoa (1995); Freire (1998); Imbernón (2011). As for professionalization, we followed: Imbernón (2011), Contreras (2012), Gimeno Sacristán (1995); Mas Torelló (2011), Flores (2014), Day (2001), while the pedagogic practice was based on: Masetto (1998, 2012, 2014), Mas Torelló and Tejada Fernández (2013), Zabalza (2003, 2014), Perrenoud (1993), Anastasiou (2002), Altet (2000). The research was carried out in professors that accepted voluntarily to take part in this study as long as they were bachelors. The investigation relied on qualitative approach based on case studies. The data were collected from semi-structured interviews with each professor, documents about the formation of professors in higher education (PNPGs, LDB.9.309/96, decrees 977/65 and 77/97.644 from the National Council of Education, currently Federal Council of Education, and the decree 97.644 from July 23rd 1987) and from observation of teaching classes. The data analysis revealed a scenario with few changes in the profile of these professionals in spite of the social, political, economic and cultural changes that require a new organization of teaching practices in higher education. Most of them lack specific training for teaching, while the university, the focus of this research, also lacks any initial or continuous training to professors, leading them to practice their teaching in isolation, solitude and invisibility. On the other hand, the pedagogical practice is based on a rationalistic and traditional viewpoint, based on models they have experienced as students themselves, directed by trial and error, with limited tools for teaching as a result of their non-formation. At the same time, these professors point out concerns about the practice and highlight the importance of training to help them moving towards a more qualified teaching. Thus, we consider that training is both required and possible, while we move away from a formation that is far from the university and does not advocate the pedagogical practice of the involved professors. We also witnessed the need to a formation based on relationship perspectives that are able to respecting cultural and community contexts. To accomplish these aims, it is necessary to think of a predominantly articulated and interactive space for professors, in order to stimulate them to explore and question their own knowledge, skills and practices, as well as to learn from questioning and sharing their own convictions. By this way, it should be possible to establish a necessary flow of communication, based on analyses of the educational context, to understand, interpret and interfere in essential issues for the improvement of the quality of teaching and their practices
id PUC_SP-1_f7d6096789cd1cff4bd4bf3a16cc651e
oai_identifier_str oai:repositorio.pucsp.br:handle/21781
network_acronym_str PUC_SP-1
network_name_str Biblioteca Digital de Teses e Dissertações da PUC_SP
repository_id_str
spelling Masetto, Marcos Tarcisohttp://buscatextual.cnpq.br/buscatextual/visualizacv.do?id=K4779675P3Rehem, Cácia Cristina França2018-12-18T11:28:28Z2018-12-07Rehem, Cácia Cristina França. Docência universitária e bacharéis docentes: processos formativos e a prática pedagógica. 2018. 184 f. Tese (Doutorado em Educação: Currículo) - Programa de Estudos Pós-Graduados em Educação: Currículo, Pontifícia Universidade Católica de São Paulo, São Paulo, 2018.https://tede2.pucsp.br/handle/handle/21781The goal of this study was to analyze the teaching formation of bachelors and their implications in pedagogical practices, as well as the training needs requested by them. We attempted to investigate the training and pedagogical practices of bachelors/professors and discuss them in relation to the current proposals for training professors in higher education. Therefore, the theoretical framework of this work was based on the studies by paramount authors about formation: Marcelo Garcia (1999, 2009); Masetto (1998, 2012a, b); Zabalza (2014); Nóvoa (1995); Freire (1998); Imbernón (2011). As for professionalization, we followed: Imbernón (2011), Contreras (2012), Gimeno Sacristán (1995); Mas Torelló (2011), Flores (2014), Day (2001), while the pedagogic practice was based on: Masetto (1998, 2012, 2014), Mas Torelló and Tejada Fernández (2013), Zabalza (2003, 2014), Perrenoud (1993), Anastasiou (2002), Altet (2000). The research was carried out in professors that accepted voluntarily to take part in this study as long as they were bachelors. The investigation relied on qualitative approach based on case studies. The data were collected from semi-structured interviews with each professor, documents about the formation of professors in higher education (PNPGs, LDB.9.309/96, decrees 977/65 and 77/97.644 from the National Council of Education, currently Federal Council of Education, and the decree 97.644 from July 23rd 1987) and from observation of teaching classes. The data analysis revealed a scenario with few changes in the profile of these professionals in spite of the social, political, economic and cultural changes that require a new organization of teaching practices in higher education. Most of them lack specific training for teaching, while the university, the focus of this research, also lacks any initial or continuous training to professors, leading them to practice their teaching in isolation, solitude and invisibility. On the other hand, the pedagogical practice is based on a rationalistic and traditional viewpoint, based on models they have experienced as students themselves, directed by trial and error, with limited tools for teaching as a result of their non-formation. At the same time, these professors point out concerns about the practice and highlight the importance of training to help them moving towards a more qualified teaching. Thus, we consider that training is both required and possible, while we move away from a formation that is far from the university and does not advocate the pedagogical practice of the involved professors. We also witnessed the need to a formation based on relationship perspectives that are able to respecting cultural and community contexts. To accomplish these aims, it is necessary to think of a predominantly articulated and interactive space for professors, in order to stimulate them to explore and question their own knowledge, skills and practices, as well as to learn from questioning and sharing their own convictions. By this way, it should be possible to establish a necessary flow of communication, based on analyses of the educational context, to understand, interpret and interfere in essential issues for the improvement of the quality of teaching and their practicesO presente estudo teve como objeto a formação do bacharel docente e as implicações em suas práticas pedagógicas, bem como, as necessidades formativas que apresentam. Procurou-se investigar a formação e a prática pedagógica de bacharéis/docentes e discuti-las frente as atuais propostas de formação para a docência na educação superior. Para tanto o referencial teórico que serviu de fundamento desta tese está pautada nos estudos de autores − base da pesquisa em relação à categoria formação: Marcelo Garcia (1999, 2009); Masetto (1998, 2012a, b); Zabalza (2014); Nóvoa (1995); Freire (1998); Imbernón (2011). Em relação à profissionalização: Imbernón (2011), Contreras (2012), Gimeno Sacristán (1995); Mas Torelló (2011), Flores (2014), Day (2001). Com referência à prática pedagógica: Masetto (1998, 2012, 2014), Mas Torelló e Tejada Fernández (2013), Zabalza (2003, 2014), Perrenoud (1993), Anastasiou (2002), Altet (2000). Os sujeitos da pesquisa foram professores que livremente aceitaram participar da pesquisa, possuindo como único requisito que fossem bacharéis. A investigação baseou-se na abordagem qualitativa através do estudo de caso. Os dados foram coletados através de entrevistas semiestruturadas realizadas com os docentes, de documentos sobre a formação de professores para o ensino superior (PNPGs, LDB.9.309/96, Pareceres 977/65 e 77/97.644 do Conselho Nacional de Educação, atual Conselho Federal de Educação e o Decreto 97.644 de 23 de julho de 1987) e da observação das aulas. A análise dos dados desvelou um cenário com poucas alterações no perfil desses profissionais apesar das mudanças sociais, políticas, econômicas, culturais, que exigem uma nova configuração laboral para o docente desse nível de ensino, a maioria não possui formação especifica para a docência, tampouco a universidade, lócus da pesquisa, oferece formação inicial ou continuada aos seus docentes, levando a esses professores a exercerem a docência em uma perspectiva de isolamento, solidão e invisibilidade. A prática pedagógica por sua vez está fundamentada em uma lógica racionalista, tradicional, baseada em modelos vivenciados como alunos, na tentativa e no erro, com um repertório limitado sobre a docência em decorrência da não formação, ao mesmo tempo que apontam uma inquietação sobre a prática exercida e apontem necessidades formativas que o auxiliariam na condução de uma docência mais qualificada. Enfim, consideramos a formação como necessária e possível, ao passo que nos afastamos de uma formação distante da universidade e que não preconize a prática pedagógica dos professores envolvidos. Visualizamos ainda uma formação de caráter mais relacional, respeitando-se a cultura e o contexto comunitário. Para tanto, há que pensar em um espaço predominantemente articulado e interativo entre docentes, que estimule o professor a explorar e questionar seus próprios saberes, competências e práticas, aprender por meio do questionamento e compartilhamento das próprias convicções. Assim, permite-se estabelecer um fluxo de comunicação necessário, mediante análises do contexto educacional, tendo em vista compreender, interpretar e poder intervir em questões vitais para a melhoria da qualidade do ensino e do exercício docenteConselho Nacional de Pesquisa e Desenvolvimento Científico e Tecnológico - CNPqFundação São Paulo - FUNDASPapplication/pdfhttp://tede2.pucsp.br/tede/retrieve/47844/C%c3%a1cia%20Cristina%20Fran%c3%a7a%20Rehem.pdf.jpgporPontifícia Universidade Católica de São PauloPrograma de Estudos Pós-Graduados em Educação: CurrículoPUC-SPBrasilFaculdade de EducaçãoProfessores universitáriosProfessores - Formação profissionalPrática de ensinoCollege teachersTeachers - Occupational trainingStudent teachingCNPQ::CIENCIAS HUMANAS::EDUCACAO::CURRICULODocência universitária e bacharéis docentes: processos formativos e a prática pedagógicainfo: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_SPTEXTCácia Cristina França Rehem.pdf.txtCácia Cristina França Rehem.pdf.txtExtracted texttext/plain418877https://repositorio.pucsp.br/xmlui/bitstream/handle/21781/4/C%c3%a1cia%20Cristina%20Fran%c3%a7a%20Rehem.pdf.txtcef339e995e419abb9c8879e4a807a20MD54LICENSElicense.txtlicense.txttext/plain; charset=utf-82165https://repositorio.pucsp.br/xmlui/bitstream/handle/21781/1/license.txtbd3efa91386c1718a7f26a329fdcb468MD51ORIGINALCácia Cristina França Rehem.pdfCácia Cristina França Rehem.pdfapplication/pdf2431587https://repositorio.pucsp.br/xmlui/bitstream/handle/21781/2/C%c3%a1cia%20Cristina%20Fran%c3%a7a%20Rehem.pdf5ef31b829475d83895f66b54e575dbc3MD52THUMBNAILCácia Cristina França Rehem.pdf.jpgCácia Cristina França Rehem.pdf.jpgGenerated Thumbnailimage/jpeg3668https://repositorio.pucsp.br/xmlui/bitstream/handle/21781/3/C%c3%a1cia%20Cristina%20Fran%c3%a7a%20Rehem.pdf.jpga91b0f2b064c10517e1db486fdda60e2MD53handle/217812022-04-28 05:18:06.687oai:repositorio.pucsp.br: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Biblioteca Digital de Teses e Dissertaçõeshttps://sapientia.pucsp.br/https://sapientia.pucsp.br/oai/requestbngkatende@pucsp.br||rapassi@pucsp.bropendoar:2022-04-28T08:18:06Biblioteca Digital de Teses e Dissertações da PUC_SP - Pontifícia Universidade Católica de São Paulo (PUC-SP)false
dc.title.por.fl_str_mv Docência universitária e bacharéis docentes: processos formativos e a prática pedagógica
title Docência universitária e bacharéis docentes: processos formativos e a prática pedagógica
spellingShingle Docência universitária e bacharéis docentes: processos formativos e a prática pedagógica
Rehem, Cácia Cristina França
Professores universitários
Professores - Formação profissional
Prática de ensino
College teachers
Teachers - Occupational training
Student teaching
CNPQ::CIENCIAS HUMANAS::EDUCACAO::CURRICULO
title_short Docência universitária e bacharéis docentes: processos formativos e a prática pedagógica
title_full Docência universitária e bacharéis docentes: processos formativos e a prática pedagógica
title_fullStr Docência universitária e bacharéis docentes: processos formativos e a prática pedagógica
title_full_unstemmed Docência universitária e bacharéis docentes: processos formativos e a prática pedagógica
title_sort Docência universitária e bacharéis docentes: processos formativos e a prática pedagógica
author Rehem, Cácia Cristina França
author_facet Rehem, Cácia Cristina França
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=K4779675P3
dc.contributor.author.fl_str_mv Rehem, Cácia Cristina França
contributor_str_mv Masetto, Marcos Tarciso
dc.subject.por.fl_str_mv Professores universitários
Professores - Formação profissional
Prática de ensino
topic Professores universitários
Professores - Formação profissional
Prática de ensino
College teachers
Teachers - Occupational training
Student teaching
CNPQ::CIENCIAS HUMANAS::EDUCACAO::CURRICULO
dc.subject.eng.fl_str_mv College teachers
Teachers - Occupational training
Student teaching
dc.subject.cnpq.fl_str_mv CNPQ::CIENCIAS HUMANAS::EDUCACAO::CURRICULO
description The goal of this study was to analyze the teaching formation of bachelors and their implications in pedagogical practices, as well as the training needs requested by them. We attempted to investigate the training and pedagogical practices of bachelors/professors and discuss them in relation to the current proposals for training professors in higher education. Therefore, the theoretical framework of this work was based on the studies by paramount authors about formation: Marcelo Garcia (1999, 2009); Masetto (1998, 2012a, b); Zabalza (2014); Nóvoa (1995); Freire (1998); Imbernón (2011). As for professionalization, we followed: Imbernón (2011), Contreras (2012), Gimeno Sacristán (1995); Mas Torelló (2011), Flores (2014), Day (2001), while the pedagogic practice was based on: Masetto (1998, 2012, 2014), Mas Torelló and Tejada Fernández (2013), Zabalza (2003, 2014), Perrenoud (1993), Anastasiou (2002), Altet (2000). The research was carried out in professors that accepted voluntarily to take part in this study as long as they were bachelors. The investigation relied on qualitative approach based on case studies. The data were collected from semi-structured interviews with each professor, documents about the formation of professors in higher education (PNPGs, LDB.9.309/96, decrees 977/65 and 77/97.644 from the National Council of Education, currently Federal Council of Education, and the decree 97.644 from July 23rd 1987) and from observation of teaching classes. The data analysis revealed a scenario with few changes in the profile of these professionals in spite of the social, political, economic and cultural changes that require a new organization of teaching practices in higher education. Most of them lack specific training for teaching, while the university, the focus of this research, also lacks any initial or continuous training to professors, leading them to practice their teaching in isolation, solitude and invisibility. On the other hand, the pedagogical practice is based on a rationalistic and traditional viewpoint, based on models they have experienced as students themselves, directed by trial and error, with limited tools for teaching as a result of their non-formation. At the same time, these professors point out concerns about the practice and highlight the importance of training to help them moving towards a more qualified teaching. Thus, we consider that training is both required and possible, while we move away from a formation that is far from the university and does not advocate the pedagogical practice of the involved professors. We also witnessed the need to a formation based on relationship perspectives that are able to respecting cultural and community contexts. To accomplish these aims, it is necessary to think of a predominantly articulated and interactive space for professors, in order to stimulate them to explore and question their own knowledge, skills and practices, as well as to learn from questioning and sharing their own convictions. By this way, it should be possible to establish a necessary flow of communication, based on analyses of the educational context, to understand, interpret and interfere in essential issues for the improvement of the quality of teaching and their practices
publishDate 2018
dc.date.accessioned.fl_str_mv 2018-12-18T11:28:28Z
dc.date.issued.fl_str_mv 2018-12-07
dc.type.status.fl_str_mv info:eu-repo/semantics/publishedVersion
dc.type.driver.fl_str_mv info:eu-repo/semantics/doctoralThesis
format doctoralThesis
status_str publishedVersion
dc.identifier.citation.fl_str_mv Rehem, Cácia Cristina França. Docência universitária e bacharéis docentes: processos formativos e a prática pedagógica. 2018. 184 f. Tese (Doutorado em Educação: Currículo) - Programa de Estudos Pós-Graduados em Educação: Currículo, Pontifícia Universidade Católica de São Paulo, São Paulo, 2018.
dc.identifier.uri.fl_str_mv https://tede2.pucsp.br/handle/handle/21781
identifier_str_mv Rehem, Cácia Cristina França. Docência universitária e bacharéis docentes: processos formativos e a prática pedagógica. 2018. 184 f. Tese (Doutorado em Educação: Currículo) - Programa de Estudos Pós-Graduados em Educação: Currículo, Pontifícia Universidade Católica de São Paulo, São Paulo, 2018.
url https://tede2.pucsp.br/handle/handle/21781
dc.language.iso.fl_str_mv por
language por
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 Pontifícia Universidade Católica de São Paulo
dc.publisher.program.fl_str_mv Programa de Estudos Pós-Graduados em Educação: Currículo
dc.publisher.initials.fl_str_mv PUC-SP
dc.publisher.country.fl_str_mv Brasil
dc.publisher.department.fl_str_mv Faculdade de Educação
publisher.none.fl_str_mv Pontifícia Universidade Católica de São Paulo
dc.source.none.fl_str_mv reponame:Biblioteca Digital de Teses e Dissertações da PUC_SP
instname:Pontifícia Universidade Católica de São Paulo (PUC-SP)
instacron:PUC_SP
instname_str Pontifícia Universidade Católica de São Paulo (PUC-SP)
instacron_str PUC_SP
institution PUC_SP
reponame_str Biblioteca Digital de Teses e Dissertações da PUC_SP
collection Biblioteca Digital de Teses e Dissertações da PUC_SP
bitstream.url.fl_str_mv https://repositorio.pucsp.br/xmlui/bitstream/handle/21781/4/C%c3%a1cia%20Cristina%20Fran%c3%a7a%20Rehem.pdf.txt
https://repositorio.pucsp.br/xmlui/bitstream/handle/21781/1/license.txt
https://repositorio.pucsp.br/xmlui/bitstream/handle/21781/2/C%c3%a1cia%20Cristina%20Fran%c3%a7a%20Rehem.pdf
https://repositorio.pucsp.br/xmlui/bitstream/handle/21781/3/C%c3%a1cia%20Cristina%20Fran%c3%a7a%20Rehem.pdf.jpg
bitstream.checksum.fl_str_mv cef339e995e419abb9c8879e4a807a20
bd3efa91386c1718a7f26a329fdcb468
5ef31b829475d83895f66b54e575dbc3
a91b0f2b064c10517e1db486fdda60e2
bitstream.checksumAlgorithm.fl_str_mv MD5
MD5
MD5
MD5
repository.name.fl_str_mv Biblioteca Digital de Teses e Dissertações da PUC_SP - Pontifícia Universidade Católica de São Paulo (PUC-SP)
repository.mail.fl_str_mv bngkatende@pucsp.br||rapassi@pucsp.br
_version_ 1809278003594657792