O papel da assessoria pedagógica no desenvolvimento profissional de professores da educação superior: a realidade de uma faculdade privada da Bahia
Autor(a) principal: | |
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Data de Publicação: | 2015 |
Tipo de documento: | Dissertação |
Idioma: | por |
Título da fonte: | Biblioteca Digital de Teses e Dissertações da UEFS |
Texto Completo: | http://localhost:8080/tede/handle/tede/204 |
Resumo: | This dissertation is the result of an empirical research, with a qualitative approach, conducted as one of the requirements of the Master in Education Degree of the Universidade Estadual de Feira de Santana. It discusses the role of pedagogical counseling in pedagogical training of higher education professors, seeing it as referent to professional development. The research was based on the emerging paradigm of science (SOUSA SANTOS, 1995), characterized by complexity and transdisciplinarity (MORAES and VALENTE, 2008) in dialogue with the Theory of Social Representations (Moscovici, 2003; 2013) (JODELET, 2001). It also dialogued with the reflections of the higher education teaching field (Cunha, 1998; Ristoff, 2006), the pedagogical training of the university teaching professionals (Vasconcelos, 2000; PIMENTA and ANASTASIOU, 2002; TARDIF, 2007; SOARES and CUNHA, 2010), and pedagogical counseling (LUCARELLI, 2002 and 2008; CUNHA, 2012 and 2014) and arouse from the following research question: according to the representations of teachers of a private university of Bahia, which are the contributions from the pedagogical counseling sector for the professional development of these subjects? Empirical research was performed at a private college of Bahia, and seven undergraduate courses professors of the allusive institution of higher education participated. In order to constitute the corpus of research, we conducted semistructured interviews, with exmanent type questions (JOVCHELOVITCH and BAUER, 2002). Parts of meaning were organized, analyzed and discussed from the theoretical and methodological principles of Content Analysis (BARDIN, 2011). As achieved results, we observed that the professors consider teaching in higher education as a complex activity, with their professional identity oscillating between vocation and professionalism, and some teachers believe that dominion of methods and techniques is sufficient for the act of teaching. Regarding the pedagogical training for teaching in higher education, we note that the professionalization of professors is shrouded in many forces, sometimes favorable, sometimes antagonistic, which further complicates the situation of teaching in university settings, since the lack of teacher training hinders the establishment of a professional identity. Finally, in discussing the role of pedagogical counseling, we testify that the performance of the ASPED is a very controversial topic, incorporating from punctual, urgent issues aimed at meeting the market needs of a private institution, through the pedagogical training of professors, to monitoring professors in curriculum reform processes of undergraduate courses, reviewing assessment practices in education and the registration and promotion of innovative teaching practices. |
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Ribeiro, Marinalva Lopes05412579515http://lattes.cnpq.br/754182328930314096425105534http://lattes.cnpq.br/0195589452166382Santos, Nandyara Souza2015-09-17T01:12:39Z2015-04-17SANTOS, Nandyara Souza. O papel da assessoria pedagógica no desenvolvimento profissional de professores da educação superior: a realidade de uma faculdade privada da Bahia. 2015. 241 f. Dissertação (Mestrado Acadêmico em Educação) - Universidade Estadual de Feira de Santana, Feira de Santana, 2015.http://localhost:8080/tede/handle/tede/204This dissertation is the result of an empirical research, with a qualitative approach, conducted as one of the requirements of the Master in Education Degree of the Universidade Estadual de Feira de Santana. It discusses the role of pedagogical counseling in pedagogical training of higher education professors, seeing it as referent to professional development. The research was based on the emerging paradigm of science (SOUSA SANTOS, 1995), characterized by complexity and transdisciplinarity (MORAES and VALENTE, 2008) in dialogue with the Theory of Social Representations (Moscovici, 2003; 2013) (JODELET, 2001). It also dialogued with the reflections of the higher education teaching field (Cunha, 1998; Ristoff, 2006), the pedagogical training of the university teaching professionals (Vasconcelos, 2000; PIMENTA and ANASTASIOU, 2002; TARDIF, 2007; SOARES and CUNHA, 2010), and pedagogical counseling (LUCARELLI, 2002 and 2008; CUNHA, 2012 and 2014) and arouse from the following research question: according to the representations of teachers of a private university of Bahia, which are the contributions from the pedagogical counseling sector for the professional development of these subjects? Empirical research was performed at a private college of Bahia, and seven undergraduate courses professors of the allusive institution of higher education participated. In order to constitute the corpus of research, we conducted semistructured interviews, with exmanent type questions (JOVCHELOVITCH and BAUER, 2002). Parts of meaning were organized, analyzed and discussed from the theoretical and methodological principles of Content Analysis (BARDIN, 2011). As achieved results, we observed that the professors consider teaching in higher education as a complex activity, with their professional identity oscillating between vocation and professionalism, and some teachers believe that dominion of methods and techniques is sufficient for the act of teaching. Regarding the pedagogical training for teaching in higher education, we note that the professionalization of professors is shrouded in many forces, sometimes favorable, sometimes antagonistic, which further complicates the situation of teaching in university settings, since the lack of teacher training hinders the establishment of a professional identity. Finally, in discussing the role of pedagogical counseling, we testify that the performance of the ASPED is a very controversial topic, incorporating from punctual, urgent issues aimed at meeting the market needs of a private institution, through the pedagogical training of professors, to monitoring professors in curriculum reform processes of undergraduate courses, reviewing assessment practices in education and the registration and promotion of innovative teaching practices.A presente dissertação, resultado de uma pesquisa empírica, de abordagem qualitativa, realizada como um dos requisitos do Mestrado em Educação da Universidade Estadual de Feira de Santana, problematiza o papel do assessoramento pedagógico na formação pedagógica de professores da educação superior, tomando a como referente ao desenvolvimento profissional. A investigação, lastreada no paradigma emergente da ciência (SOUSA SANTOS, 1995), caracterizado pela complexidade e transdisciplinaridade (MORAES e VALENTE, 2008) em diálogo com a Teoria das Representações Sociais (MOSCOVICI, 2003; 2013), (JODELET, 2001), com as reflexões no campo da docência na educação superior (CUNHA, 1998; RISTOFF, 2006), da formação pedagógica dos profissionais do magistério superior (VASCONCELOS, 2000; PIMENTA e ANASTASIOU, 2002; TARDIF, 2007; SOARES e CUNHA, 2010) e do assessoramento pedagógico (LUCARELLI, 2002 e 2008; CUNHA, 2012 e 2014), partiu da seguinte questão de pesquisa: de acordo com as representações de professores de uma faculdade da rede privada da Bahia, quais as contribuições do setor de assessoramento pedagógico para o desenvolvimento profissional desses sujeitos? O locus de realização da pesquisa empírica foi uma faculdade da rede privada da Bahia, sendo que os sujeitos colaboradores foram um total de 07 professores de cursos de graduação da alusiva instituição de educação superior. A fim de constituir o corpus da pesquisa, realizamos entrevistas semiestruturadas, com questões do tipo exmanente (JOVCHELOVITCH e BAUER, 2002). As porções de sentido foram organizadas, analisadas e discutidas a partir dos pressupostos teórico-metodológicos da Análise de Conteúdo (BARDIN, 2011). Como resultados alcançados pudemos observar que os professores consideram a docência na educação superior como uma atividade complexa, com identidade profissional que oscila entre a vocação e a profissionalização, sendo que alguns professores acreditam que o domínio de métodos e técnicas é suficiente para o ato de ensinar. No que se refere à formação pedagógica para a docência na educação superior, notamos que a profissionalização dos professores é envolta em muitas forças, às vezes favoráveis, às vezes antagônicas, o que torna ainda mais complexa a situação da docência no magistério superior, vez que a falta de formação pedagógica dificulta a constituição de uma identidade profissional. Por último, ao discutirmos o papel do assessoramento pedagógico, testemunhamos que a atuação da ASPED é um tema bastante controverso, incorporando desde as questões pontuais, emergenciais que visam o atendimento das necessidades mercadológicas de uma instituição privada, passando pela formação pedagógica dos professores, pelo acompanhamento de docentes nos processos de reformulação curricular dos cursos de graduação, pela revisão das práticas de avaliação na educação e pelo registro e fomento de práticas pedagógicas inovadoras.Submitted by Luis Ricardo Andrade da Silva (lrasilva@uefs.br) on 2015-09-17T01:12:39Z No. of bitstreams: 1 Dissertação_SANTOS,+Nandyara+Souza_2015.pdf: 1636495 bytes, checksum: ba67341b42e1967506e8b4cc2a28e6cc (MD5)Made available in DSpace on 2015-09-17T01:12:39Z (GMT). No. of bitstreams: 1 Dissertação_SANTOS,+Nandyara+Souza_2015.pdf: 1636495 bytes, checksum: ba67341b42e1967506e8b4cc2a28e6cc (MD5) Previous issue date: 2015-04-17application/pdfporUniversidade Estadual de Feira de SantanaMestrado Acadêmico em EducaçãoUEFSBrasilDEPARTAMENTO DE EDUCAÇÃODocênciaEducação superiorFormação pedagógicaDesenvolvimento profissionalAssessoramento pedagógicoTeachingHigher educationTeacher trainingProfessional developmentPedagogical counselingCIENCIAS HUMANAS::EDUCACAOEDUCACAO::TOPICOS ESPECIFICOS DE EDUCACAOO papel da assessoria pedagógica no desenvolvimento profissional de professores da educação superior: a realidade de uma faculdade privada da Bahiainfo:eu-repo/semantics/publishedVersioninfo:eu-repo/semantics/masterThesis-42854381010264632576006006006003298115314873488434-2403458189103523677111103360288578993info:eu-repo/semantics/openAccessreponame:Biblioteca Digital de Teses e Dissertações da UEFSinstname:Universidade Estadual de Feira de Santana (UEFS)instacron:UEFSORIGINALDissertação_SANTOS,+Nandyara+Souza_2015.pdfDissertação_SANTOS,+Nandyara+Souza_2015.pdfapplication/pdf1636495http://tede2.uefs.br:8080/bitstream/tede/204/2/Disserta%C3%A7%C3%A3o_SANTOS%2C%2BNandyara%2BSouza_2015.pdfba67341b42e1967506e8b4cc2a28e6ccMD52LICENSElicense.txtlicense.txttext/plain; charset=utf-82165http://tede2.uefs.br:8080/bitstream/tede/204/1/license.txtbd3efa91386c1718a7f26a329fdcb468MD51tede/2042023-09-26 17:33:26.602oai:tede2.uefs.br:8080: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Biblioteca Digital de Teses e Dissertaçõeshttp://tede2.uefs.br:8080/PUBhttp://tede2.uefs.br:8080/oai/requestbcuefs@uefs.br|| bcref@uefs.br||bcuefs@uefs.bropendoar:2023-09-26T20:33:26Biblioteca Digital de Teses e Dissertações da UEFS - Universidade Estadual de Feira de Santana (UEFS)false |
dc.title.por.fl_str_mv |
O papel da assessoria pedagógica no desenvolvimento profissional de professores da educação superior: a realidade de uma faculdade privada da Bahia |
title |
O papel da assessoria pedagógica no desenvolvimento profissional de professores da educação superior: a realidade de uma faculdade privada da Bahia |
spellingShingle |
O papel da assessoria pedagógica no desenvolvimento profissional de professores da educação superior: a realidade de uma faculdade privada da Bahia Santos, Nandyara Souza Docência Educação superior Formação pedagógica Desenvolvimento profissional Assessoramento pedagógico Teaching Higher education Teacher training Professional development Pedagogical counseling CIENCIAS HUMANAS::EDUCACAO EDUCACAO::TOPICOS ESPECIFICOS DE EDUCACAO |
title_short |
O papel da assessoria pedagógica no desenvolvimento profissional de professores da educação superior: a realidade de uma faculdade privada da Bahia |
title_full |
O papel da assessoria pedagógica no desenvolvimento profissional de professores da educação superior: a realidade de uma faculdade privada da Bahia |
title_fullStr |
O papel da assessoria pedagógica no desenvolvimento profissional de professores da educação superior: a realidade de uma faculdade privada da Bahia |
title_full_unstemmed |
O papel da assessoria pedagógica no desenvolvimento profissional de professores da educação superior: a realidade de uma faculdade privada da Bahia |
title_sort |
O papel da assessoria pedagógica no desenvolvimento profissional de professores da educação superior: a realidade de uma faculdade privada da Bahia |
author |
Santos, Nandyara Souza |
author_facet |
Santos, Nandyara Souza |
author_role |
author |
dc.contributor.advisor1.fl_str_mv |
Ribeiro, Marinalva Lopes |
dc.contributor.advisor1ID.fl_str_mv |
05412579515 |
dc.contributor.advisor1Lattes.fl_str_mv |
http://lattes.cnpq.br/7541823289303140 |
dc.contributor.authorID.fl_str_mv |
96425105534 |
dc.contributor.authorLattes.fl_str_mv |
http://lattes.cnpq.br/0195589452166382 |
dc.contributor.author.fl_str_mv |
Santos, Nandyara Souza |
contributor_str_mv |
Ribeiro, Marinalva Lopes |
dc.subject.por.fl_str_mv |
Docência Educação superior Formação pedagógica Desenvolvimento profissional Assessoramento pedagógico |
topic |
Docência Educação superior Formação pedagógica Desenvolvimento profissional Assessoramento pedagógico Teaching Higher education Teacher training Professional development Pedagogical counseling CIENCIAS HUMANAS::EDUCACAO EDUCACAO::TOPICOS ESPECIFICOS DE EDUCACAO |
dc.subject.eng.fl_str_mv |
Teaching Higher education Teacher training Professional development Pedagogical counseling |
dc.subject.cnpq.fl_str_mv |
CIENCIAS HUMANAS::EDUCACAO EDUCACAO::TOPICOS ESPECIFICOS DE EDUCACAO |
description |
This dissertation is the result of an empirical research, with a qualitative approach, conducted as one of the requirements of the Master in Education Degree of the Universidade Estadual de Feira de Santana. It discusses the role of pedagogical counseling in pedagogical training of higher education professors, seeing it as referent to professional development. The research was based on the emerging paradigm of science (SOUSA SANTOS, 1995), characterized by complexity and transdisciplinarity (MORAES and VALENTE, 2008) in dialogue with the Theory of Social Representations (Moscovici, 2003; 2013) (JODELET, 2001). It also dialogued with the reflections of the higher education teaching field (Cunha, 1998; Ristoff, 2006), the pedagogical training of the university teaching professionals (Vasconcelos, 2000; PIMENTA and ANASTASIOU, 2002; TARDIF, 2007; SOARES and CUNHA, 2010), and pedagogical counseling (LUCARELLI, 2002 and 2008; CUNHA, 2012 and 2014) and arouse from the following research question: according to the representations of teachers of a private university of Bahia, which are the contributions from the pedagogical counseling sector for the professional development of these subjects? Empirical research was performed at a private college of Bahia, and seven undergraduate courses professors of the allusive institution of higher education participated. In order to constitute the corpus of research, we conducted semistructured interviews, with exmanent type questions (JOVCHELOVITCH and BAUER, 2002). Parts of meaning were organized, analyzed and discussed from the theoretical and methodological principles of Content Analysis (BARDIN, 2011). As achieved results, we observed that the professors consider teaching in higher education as a complex activity, with their professional identity oscillating between vocation and professionalism, and some teachers believe that dominion of methods and techniques is sufficient for the act of teaching. Regarding the pedagogical training for teaching in higher education, we note that the professionalization of professors is shrouded in many forces, sometimes favorable, sometimes antagonistic, which further complicates the situation of teaching in university settings, since the lack of teacher training hinders the establishment of a professional identity. Finally, in discussing the role of pedagogical counseling, we testify that the performance of the ASPED is a very controversial topic, incorporating from punctual, urgent issues aimed at meeting the market needs of a private institution, through the pedagogical training of professors, to monitoring professors in curriculum reform processes of undergraduate courses, reviewing assessment practices in education and the registration and promotion of innovative teaching practices. |
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2015 |
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2015-09-17T01:12:39Z |
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2015-04-17 |
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SANTOS, Nandyara Souza. O papel da assessoria pedagógica no desenvolvimento profissional de professores da educação superior: a realidade de uma faculdade privada da Bahia. 2015. 241 f. Dissertação (Mestrado Acadêmico em Educação) - Universidade Estadual de Feira de Santana, Feira de Santana, 2015. |
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SANTOS, Nandyara Souza. O papel da assessoria pedagógica no desenvolvimento profissional de professores da educação superior: a realidade de uma faculdade privada da Bahia. 2015. 241 f. Dissertação (Mestrado Acadêmico em Educação) - Universidade Estadual de Feira de Santana, Feira de Santana, 2015. |
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Universidade Estadual de Feira de Santana |
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