O estágio docente e o desenvolvimento de competências: um Estudo no programa de pós-graduação em administração da Universidade Federal da Paraíba

• Autor(a) principal: Santos, Kênia Cristina Gonsalves dos
• Data de Publicação: 2013
• Tipo de documento: Dissertação
• Idioma: por
• Título da fonte: Biblioteca Digital de Teses e Dissertações da UFPB
• Texto Completo: https://repositorio.ufpb.br/jspui/handle/tede/3835
• topic: Docência; Competência; Estágio Docência; Higher Education; Teaching; Skill; Teaching Training; CNPQ::CIENCIAS SOCIAIS APLICADAS::ADMINISTRACAO

In the last decades, it has been noticeable the growth of the number of Higher Education Institutions what reflects the government actions, in addition to the engagement of civil society and institutions, making higher education more accessible. One of the courses that has grown in Brazil, in numbers of students registered and in offer is Administration. Consequently, it also increases the demand for professors with teaching skills to work in different kinds of institutions, whether private or public. In order to develop these skills, nowadays, there are in the country 150 post-graduation courses, which aim to develop the student for teaching, research and extension. The Post-Graduation Program in Business Administration of this institution has integrated on its curriculum the teaching training, which is seen as a way to develop teaching skills in practice. Therefore, this research aims to understand how the training develops teaching skills in the future administration professors. In the theoretical framework, we present the higher education and post-graduation studies in Brazil, teaching, the teaching training, skills and teaching competence. The approach is qualitative, characterized as descriptive and explanatory. We collected primary and secondary data, the primary by semi-structured interviews with coordinators, professors and students from this post-graduation program, the general coordinator of the post-graduation program of this institution and representatives of the National Association of Post-graduation. Secondary data refer to the law of higher education, other regulations on teaching training based in CAPES, CNPq, this university and its post-graduation program, in addition to the teaching training reports produced by the master s degree students and validated by the program coordination. The survey results indicate that with the offer of teaching training, the program is providing professors who have developed their skills through practice. Such experience has been reported in interviews and reports, which were used as material for analysis. To analyze the collected data we used the model of Paiva (2008), which classifies the skills in cognitive, functional, behavioral, policy and ethics. It was identified that when joining the master s not all students intended to do the teaching training, but to have a post-graduation degree that would guarantee good job opportunities. The analysis revealed the predominance of cognitive and functional development. Some of the activities conducted by the post-graduation students that reflected the development of these skills were: ministering class, preparing exams, correcting exams, finding the correct tone of voice, having class control, among others. We noticed that this program focus on the development of cognitive and functional skills and establishes ten competencies that the teaching training aims to develop, which didn t include any action focused on the development of policy and ethics skills. Finally, we believe that despite the limitations noted, the teaching training is an excellent opportunity to develop teaching skills, from the functional to the ethical one, enabling professionals to work at colleges and universities with skills and abilities to deal with different day by day situations.