Docência universitária e bacharéis docentes: processos formativos e a prática pedagógica
Autor(a) principal: | |
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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 |
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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; 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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 |
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por |
language |
por |
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info:eu-repo/semantics/openAccess |
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openAccess |
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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 |
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PUC_SP |
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Biblioteca Digital de Teses e Dissertações da PUC_SP |
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