Program of academic excellence (PROEX): a report on how to become a professor in higher education

Detalhes bibliográficos
Autor(a) principal: Cardoso, Paula Cortezi Schefer
Data de Publicação: 2018
Outros Autores: Sarmento, Simone
Tipo de documento: Artigo
Idioma: por
Título da fonte: Revista Docência do Ensino Superior (Online)
Texto Completo: https://periodicos.ufmg.br/index.php/rdes/article/view/2517
Resumo: Based on qualitative interpretive research and action research approaches, and in the light of situated learning theory, in this paper, by means of a report, we analyze how PROEX funded by the Brazilian Federal Agency for Post-graduate Education (CAPES) promotes teacher development for higher education. Data for this study was generated during four months in the English internship course in the undergraduate language teaching degree in a federal university located in the South of Brazil. The corpus of this work is composed of field diaries generated from post-observation feedback meetings of the classes carried out among the supervisor professor, the graduate student and the trainees. The results show that, in this context, the practices experienced by one of the authors contributed to the professional development to teach in higher education, the participation of the postgraduate student increased in complexity and engagement and the student moved from peripheral participant to full participant.
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spelling Program of academic excellence (PROEX): a report on how to become a professor in higher educationPrograma de excelência acadêmica (PROEX): um relato de como se tornar um professor formador na educação superiorFormação de professoresEnsino SuperiorEstágio de docênciaTeacher educationHigher educationTeaching internshipBased on qualitative interpretive research and action research approaches, and in the light of situated learning theory, in this paper, by means of a report, we analyze how PROEX funded by the Brazilian Federal Agency for Post-graduate Education (CAPES) promotes teacher development for higher education. Data for this study was generated during four months in the English internship course in the undergraduate language teaching degree in a federal university located in the South of Brazil. The corpus of this work is composed of field diaries generated from post-observation feedback meetings of the classes carried out among the supervisor professor, the graduate student and the trainees. The results show that, in this context, the practices experienced by one of the authors contributed to the professional development to teach in higher education, the participation of the postgraduate student increased in complexity and engagement and the student moved from peripheral participant to full participant.Amparadas pela abordagem metodológica da pesquisa qualitativa interpretativa e da pesquisa-ação, e à luz da teoria de aprendizagem situada, neste trabalho, por meio de um relato de experiência, analisamos se e como o Programa de Excelência Acadêmica (PROEX) da Coordenação de Aperfeiçoamento de Pessoal de Nível Superior (CAPES) fomenta a formação docente de alunos de pós graduação para o ensino superior. Os dados para este estudo foram gerados durante quatro meses em uma turma de estágio do curso de graduação em Letras em uma universidade federal no Sul do Brasil. O corpus deste trabalho é constituído por diários de campo gerados a partir dos encontros de feedback pós-observação das aulas realizados entre a professora supervisora, a aluna de pós-graduação e os estagiários. Os resultados apontam que, no contexto analisado, as práticas diárias do magistério vivenciadas por uma das autoras no estágio de docência contribuíram para a formação docente voltada à educação superior, a participação da estudante de pós-graduação aumentou em complexidade e engajamento e a aluna moveu-se de participante periférica para participante plena.Universidade Federal de Minas Gerais2018-12-10info:eu-repo/semantics/articleinfo:eu-repo/semantics/publishedVersionapplication/pdfhttps://periodicos.ufmg.br/index.php/rdes/article/view/251710.35699/2237-5864.2018.2517Revista Docência do Ensino Superior; Vol. 8 No. 2 (2018); 99-118Revista Docência do Ensino Superior; Vol. 8 Núm. 2 (2018); 99-118Revista Docência do Ensino Superior; v. 8 n. 2 (2018); 99-1182237-58642358-6338reponame:Revista Docência do Ensino Superior (Online)instname:Universidade Federal de Minas Gerais (UFMG)instacron:UFMGporhttps://periodicos.ufmg.br/index.php/rdes/article/view/2517/1474Copyright (c) 2018 Paula Cortezi Schefer Cardoso, Simone Sarmentoinfo:eu-repo/semantics/openAccessCardoso, Paula Cortezi ScheferSarmento, Simone2020-05-19T18:03:18Zoai:periodicos.ufmg.br:article/2517Revistahttps://periodicos.ufmg.br/index.php/rdes/indexPUBhttps://periodicos.ufmg.br/index.php/rdes/oairevistadocenciaensinosuperior@ufmg.br||2237-58642237-5864opendoar:2020-05-19T18:03:18Revista Docência do Ensino Superior (Online) - Universidade Federal de Minas Gerais (UFMG)false
dc.title.none.fl_str_mv Program of academic excellence (PROEX): a report on how to become a professor in higher education
Programa de excelência acadêmica (PROEX): um relato de como se tornar um professor formador na educação superior
title Program of academic excellence (PROEX): a report on how to become a professor in higher education
spellingShingle Program of academic excellence (PROEX): a report on how to become a professor in higher education
Cardoso, Paula Cortezi Schefer
Formação de professores
Ensino Superior
Estágio de docência
Teacher education
Higher education
Teaching internship
title_short Program of academic excellence (PROEX): a report on how to become a professor in higher education
title_full Program of academic excellence (PROEX): a report on how to become a professor in higher education
title_fullStr Program of academic excellence (PROEX): a report on how to become a professor in higher education
title_full_unstemmed Program of academic excellence (PROEX): a report on how to become a professor in higher education
title_sort Program of academic excellence (PROEX): a report on how to become a professor in higher education
author Cardoso, Paula Cortezi Schefer
author_facet Cardoso, Paula Cortezi Schefer
Sarmento, Simone
author_role author
author2 Sarmento, Simone
author2_role author
dc.contributor.author.fl_str_mv Cardoso, Paula Cortezi Schefer
Sarmento, Simone
dc.subject.por.fl_str_mv Formação de professores
Ensino Superior
Estágio de docência
Teacher education
Higher education
Teaching internship
topic Formação de professores
Ensino Superior
Estágio de docência
Teacher education
Higher education
Teaching internship
description Based on qualitative interpretive research and action research approaches, and in the light of situated learning theory, in this paper, by means of a report, we analyze how PROEX funded by the Brazilian Federal Agency for Post-graduate Education (CAPES) promotes teacher development for higher education. Data for this study was generated during four months in the English internship course in the undergraduate language teaching degree in a federal university located in the South of Brazil. The corpus of this work is composed of field diaries generated from post-observation feedback meetings of the classes carried out among the supervisor professor, the graduate student and the trainees. The results show that, in this context, the practices experienced by one of the authors contributed to the professional development to teach in higher education, the participation of the postgraduate student increased in complexity and engagement and the student moved from peripheral participant to full participant.
publishDate 2018
dc.date.none.fl_str_mv 2018-12-10
dc.type.driver.fl_str_mv info:eu-repo/semantics/article
info:eu-repo/semantics/publishedVersion
format article
status_str publishedVersion
dc.identifier.uri.fl_str_mv https://periodicos.ufmg.br/index.php/rdes/article/view/2517
10.35699/2237-5864.2018.2517
url https://periodicos.ufmg.br/index.php/rdes/article/view/2517
identifier_str_mv 10.35699/2237-5864.2018.2517
dc.language.iso.fl_str_mv por
language por
dc.relation.none.fl_str_mv https://periodicos.ufmg.br/index.php/rdes/article/view/2517/1474
dc.rights.driver.fl_str_mv Copyright (c) 2018 Paula Cortezi Schefer Cardoso, Simone Sarmento
info:eu-repo/semantics/openAccess
rights_invalid_str_mv Copyright (c) 2018 Paula Cortezi Schefer Cardoso, Simone Sarmento
eu_rights_str_mv openAccess
dc.format.none.fl_str_mv application/pdf
dc.publisher.none.fl_str_mv Universidade Federal de Minas Gerais
publisher.none.fl_str_mv Universidade Federal de Minas Gerais
dc.source.none.fl_str_mv Revista Docência do Ensino Superior; Vol. 8 No. 2 (2018); 99-118
Revista Docência do Ensino Superior; Vol. 8 Núm. 2 (2018); 99-118
Revista Docência do Ensino Superior; v. 8 n. 2 (2018); 99-118
2237-5864
2358-6338
reponame:Revista Docência do Ensino Superior (Online)
instname:Universidade Federal de Minas Gerais (UFMG)
instacron:UFMG
instname_str Universidade Federal de Minas Gerais (UFMG)
instacron_str UFMG
institution UFMG
reponame_str Revista Docência do Ensino Superior (Online)
collection Revista Docência do Ensino Superior (Online)
repository.name.fl_str_mv Revista Docência do Ensino Superior (Online) - Universidade Federal de Minas Gerais (UFMG)
repository.mail.fl_str_mv revistadocenciaensinosuperior@ufmg.br||
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