A formação continuada sob a ótica de professores participantes de reuniões de projetos interdisciplinares

• Autor(a) principal: Silva, Marcelo Oliveira da
• Data de Publicação: 2012
• Tipo de documento: Dissertação
• Idioma: por
• Título da fonte: Biblioteca Digital de Teses e Dissertações da PUC_RS
• Texto Completo: http://tede2.pucrs.br/tede2/handle/tede/3701
• topic: EDUCAÇÃO; HOTELARIA; INTERDISCIPLINARIDADE (EDUCAÇÃO); EDUCAÇÃO CONTINUADA; PROFESSORES - FORMAÇÃO PROFISSIONAL; CNPQ::CIENCIAS HUMANAS::EDUCACAO

This Master s thesis is an attempt to approach staff meetings related to interdisciplinary projects as an opportunity to promote the continuing education for teachers. In this sense, the text focuses initially on aspects of continuing education both in its formal and non-formal modalities, and about interdisciplinarity as an alternative to the fragmentation of knowledge. As a complement to this investigation, we discuss the concept of interdisciplinary projects and some theory and history related to the implementation of college courses for the education of technologists in Brazil [cursos superiores de tecnologia, undergraduate courses of technology government-accredited courses that grant associate degrees of technology upon completion of a college course] especially the undergraduate course of hotel management and hospitality technology [Curso Superior de Tecnologia em Hotelaria]. The methodology used for the research was qualitative, of both the descriptive and explicative type, designed as a survey. Data collection included semi-structured interviews. The interview consisted of five questions, posed to nine teachers belonging to the group that attended the staff meetings related to the interdisciplinary projects of the undergraduate course of hotel management and hospitality technology of a college located in a big city in Brazil. Content analysis a technique proposed by Bardin (1999) was applied to the collected data.The analysis revealed that teachers identify not only staff meetings as important learning opportunities but also a more comprehensive context, namely, that of socialization with other teachers and the course as a whole; that a recurrent concern among teachers is the need to overcome language barriers, namely those related to specialized jargon (in the field of hospitality or in other fields); and that teachers believe that the socialization with other teachers promotes the learning of these specialized vocabularies.