Higher education in diaries: libraryscience course in the memories of new professors

Detalhes bibliográficos
Autor(a) principal: Diniz, Edileuda Soares
Data de Publicação: 2013
Outros Autores: Rocha, Simone Albuquerque da
Tipo de documento: Artigo
Idioma: por
Título da fonte: Em Questão (Online)
Texto Completo: https://seer.ufrgs.br/index.php/EmQuestao/article/view/32141
Resumo: This work analyzes teaching procedures present in diaries. The research was developed aiming substitute teachers in the graduation Course in Library Science at the UFMT, Campus Rondonópolis, Brazil from 2005 to 2007. These diaries have been adopted since it is a reflex of teaching procedures in different contexts. The method used by the research was an autobiographic once narration enables practice reflection on behalf of the subject as well as permits the construction of new knowledge instead of reproducing what was done. The seven diaries that were distributed to the participants only five returned for analysis. These diaries considered three new professors and related to their experience in higher education teaching. Thus, the autobiographical reports demonstrate that the professors do not acknowledge teaching theory. The research also pointed out the precarious formation for those who aim to be higher education professors.
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spelling Higher education in diaries: libraryscience course in the memories of new professorsDocência universitária em diários: o curso de Biblioteconomia na escrita dos novos professoresSaberes docentesDiários de ProfessoresFormação de ProfessorDocência no Ensino SuperiorBiblioteconomiaDocência no Ensino Superior em BiblioteconomiaProfessoral knowledge. Teaching diaries. Professor education. Higher education teaching. Libraryscience.This work analyzes teaching procedures present in diaries. The research was developed aiming substitute teachers in the graduation Course in Library Science at the UFMT, Campus Rondonópolis, Brazil from 2005 to 2007. These diaries have been adopted since it is a reflex of teaching procedures in different contexts. The method used by the research was an autobiographic once narration enables practice reflection on behalf of the subject as well as permits the construction of new knowledge instead of reproducing what was done. The seven diaries that were distributed to the participants only five returned for analysis. These diaries considered three new professors and related to their experience in higher education teaching. Thus, the autobiographical reports demonstrate that the professors do not acknowledge teaching theory. The research also pointed out the precarious formation for those who aim to be higher education professors.Esse texto analisa a docência em diários, pesquisa desenvolvida com novos professores contratados e substitutos do Curso de Graduação em Biblioteconomia da UFMT/Campus de Rondonópolis, nos anos de 2005 a 2007. Os diários têm sido adotados como processos reflexivos no exercício da docência em diferentes instâncias. O método adotado foi o (auto)biográfico, pois ao narrar-se o sujeito passa a refletir sobre a sua própria prática, além de pensar na construção de novos conhecimentos ao invés de reproduzir o que já foi feito. Dos sete diários distribuídos aos participantes da pesquisa, apenas cinco foram devolvidos para análise, envolvendo três novos docentes em sua primeira experiência de magistério no Ensino Superior. Considerou-se, por fim, que os relatos autobiográficos manifestaram, de modo contundente, o desconhecimento da teoria do ensino, bem como evidenciaram a precarização da formação daqueles que se propuseram a exercer a profissão de professor na universidade.Higher education in diaries: libraryscience course in the memories of new professorsAbstract: This work analyzes teaching procedures present in diaries. The research was developed aiming substitute teachers in the graduation Course in Library Science at the UFMT, Campus Rondonópolis, Brazil from 2005 to 2007. These diaries have been adopted since it is a reflex of teaching procedures in different contexts. The method used by the research was an autobiographic once narration enables practice reflection on behalf of the subject as well as permits the construction of new knowledge instead of reproducing what was done. The seven diaries that were distributed to the participants only five returned for analysis. These diaries considered three new professors and related to their experience in higher education teaching. Thus, the autobiographical reports demonstrate that the professors do not acknowledge teaching theory. The research also pointed out the precarious formation for those who aim to be higher education professors. Universidade Federal do Rio Grande do Sul, Faculdade de Biblioteconomia e Comunicação, Programa de Pós-Graduação em Ciência da Informação (Porto Alegre/RS)2013-07-25info:eu-repo/semantics/articleinfo:eu-repo/semantics/publishedVersionAvaliado por Paresapplication/pdfhttps://seer.ufrgs.br/index.php/EmQuestao/article/view/32141Em Questão; Vol. 19 No. 1 (2013); 128-155Em Questão; Vol. 19 Núm. 1 (2013); 128-155Em Questão; v. 19 n. 1 (2013); 128-1551808-52451807-8893reponame:Em Questão (Online)instname:Universidade Federal do Rio Grande do Sul (UFRGS)instacron:UFRGSporhttps://seer.ufrgs.br/index.php/EmQuestao/article/view/32141/31547Copyright (c) 2013 Edileuda Soares Diniz, Simone Albuquerque da Rochahttps://creativecommons.org/licenses/by/4.0info:eu-repo/semantics/openAccessDiniz, Edileuda SoaresRocha, Simone Albuquerque da2024-03-22T18:43:40Zoai:seer.ufrgs.br:article/32141Revistahttps://seer.ufrgs.br/emquestao/PUBhttps://seer.ufrgs.br/EmQuestao/oaiemquestao@ufrgs.br||emquestao@ufrgs.br1808-52451807-8893opendoar:2024-03-22T18:43:40Em Questão (Online) - Universidade Federal do Rio Grande do Sul (UFRGS)false
dc.title.none.fl_str_mv Higher education in diaries: libraryscience course in the memories of new professors
Docência universitária em diários: o curso de Biblioteconomia na escrita dos novos professores
title Higher education in diaries: libraryscience course in the memories of new professors
spellingShingle Higher education in diaries: libraryscience course in the memories of new professors
Diniz, Edileuda Soares
Saberes docentes
Diários de Professores
Formação de Professor
Docência no Ensino Superior
Biblioteconomia
Docência no Ensino Superior em Biblioteconomia
Professoral knowledge. Teaching diaries. Professor education. Higher education teaching. Libraryscience.
title_short Higher education in diaries: libraryscience course in the memories of new professors
title_full Higher education in diaries: libraryscience course in the memories of new professors
title_fullStr Higher education in diaries: libraryscience course in the memories of new professors
title_full_unstemmed Higher education in diaries: libraryscience course in the memories of new professors
title_sort Higher education in diaries: libraryscience course in the memories of new professors
author Diniz, Edileuda Soares
author_facet Diniz, Edileuda Soares
Rocha, Simone Albuquerque da
author_role author
author2 Rocha, Simone Albuquerque da
author2_role author
dc.contributor.author.fl_str_mv Diniz, Edileuda Soares
Rocha, Simone Albuquerque da
dc.subject.por.fl_str_mv Saberes docentes
Diários de Professores
Formação de Professor
Docência no Ensino Superior
Biblioteconomia
Docência no Ensino Superior em Biblioteconomia
Professoral knowledge. Teaching diaries. Professor education. Higher education teaching. Libraryscience.
topic Saberes docentes
Diários de Professores
Formação de Professor
Docência no Ensino Superior
Biblioteconomia
Docência no Ensino Superior em Biblioteconomia
Professoral knowledge. Teaching diaries. Professor education. Higher education teaching. Libraryscience.
description This work analyzes teaching procedures present in diaries. The research was developed aiming substitute teachers in the graduation Course in Library Science at the UFMT, Campus Rondonópolis, Brazil from 2005 to 2007. These diaries have been adopted since it is a reflex of teaching procedures in different contexts. The method used by the research was an autobiographic once narration enables practice reflection on behalf of the subject as well as permits the construction of new knowledge instead of reproducing what was done. The seven diaries that were distributed to the participants only five returned for analysis. These diaries considered three new professors and related to their experience in higher education teaching. Thus, the autobiographical reports demonstrate that the professors do not acknowledge teaching theory. The research also pointed out the precarious formation for those who aim to be higher education professors.
publishDate 2013
dc.date.none.fl_str_mv 2013-07-25
dc.type.driver.fl_str_mv info:eu-repo/semantics/article
info:eu-repo/semantics/publishedVersion
Avaliado por Pares
format article
status_str publishedVersion
dc.identifier.uri.fl_str_mv https://seer.ufrgs.br/index.php/EmQuestao/article/view/32141
url https://seer.ufrgs.br/index.php/EmQuestao/article/view/32141
dc.language.iso.fl_str_mv por
language por
dc.relation.none.fl_str_mv https://seer.ufrgs.br/index.php/EmQuestao/article/view/32141/31547
dc.rights.driver.fl_str_mv Copyright (c) 2013 Edileuda Soares Diniz, Simone Albuquerque da Rocha
https://creativecommons.org/licenses/by/4.0
info:eu-repo/semantics/openAccess
rights_invalid_str_mv Copyright (c) 2013 Edileuda Soares Diniz, Simone Albuquerque da Rocha
https://creativecommons.org/licenses/by/4.0
eu_rights_str_mv openAccess
dc.format.none.fl_str_mv application/pdf
dc.publisher.none.fl_str_mv Universidade Federal do Rio Grande do Sul, Faculdade de Biblioteconomia e Comunicação, Programa de Pós-Graduação em Ciência da Informação (Porto Alegre/RS)
publisher.none.fl_str_mv Universidade Federal do Rio Grande do Sul, Faculdade de Biblioteconomia e Comunicação, Programa de Pós-Graduação em Ciência da Informação (Porto Alegre/RS)
dc.source.none.fl_str_mv Em Questão; Vol. 19 No. 1 (2013); 128-155
Em Questão; Vol. 19 Núm. 1 (2013); 128-155
Em Questão; v. 19 n. 1 (2013); 128-155
1808-5245
1807-8893
reponame:Em Questão (Online)
instname:Universidade Federal do Rio Grande do Sul (UFRGS)
instacron:UFRGS
instname_str Universidade Federal do Rio Grande do Sul (UFRGS)
instacron_str UFRGS
institution UFRGS
reponame_str Em Questão (Online)
collection Em Questão (Online)
repository.name.fl_str_mv Em Questão (Online) - Universidade Federal do Rio Grande do Sul (UFRGS)
repository.mail.fl_str_mv emquestao@ufrgs.br||emquestao@ufrgs.br
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