Discentes do Programa de P?s-gradua??o em Educa??o Agr?cola da Universidade Federal Rural do Rio de Janeiro: rela??o entre necessidades e forma??o continuada docente

• Autor(a) principal: Molano, Pedro Gabriel Marcano
• Data de Publicação: 2017
• Tipo de documento: Dissertação
• Idioma: por
• Título da fonte: Biblioteca Digital de Teses e Dissertações da UFRRJ
• Texto Completo: https://tede.ufrrj.br/jspui/handle/jspui/4613
• topic: forma??o continuada; educa??o agr?cola; necessidades; apropria??o do conhecimento; continuing teacher education; agricultural education; needs; appropriation of knowledge; Educa??o

This research was carried out in the Graduate Program in Agricultural Education of the Federal Rural University of Rio de Janeiro (PPGEA - UFRRJ). The study population was the students and graduates of the PPGEA - UFRRJ during the period 2003 - 2016. The methodological scope of the research was descriptive and the survey and the analyzes were of a quantitative and qualitative nature, carried out with a population of 217 students and graduates of the program between the years 2003 - 2016. The general objective of the work was to identify what are the needs and the relationship with the continuing education and appropriation of the knowledge of the Teachers of different levels of Education students and graduates of the Postgraduate Program in Education Agr?cola PPGEA - UFRRJ in the period 2003 - 2016. In order to reach the objectives, it was adopted, as data collection methodology, the bibliographical and documentary research and exploratory field research, whose investigative tools were: observation, structured questionnaire not disguised , Likert-type scale and semi-structured interviews. As a result, the relevance of the PPGEA - UFRRJ to the participants of the research was verified, the study of the necessities indicates that to carry out a master's degree of education responded mainly to a need of the teaching practice, characterized by internal factors (tendency to self-realization where the activities are directed for teacher improvement and filling of knowledge gaps) and external (collective needs and demands of the workplace), it was also possible to correlate the results with the theory of the hierarchy of needs, noting that the program contributes to satisfaction of all levels (basic needs, security, social, status, self-fulfillment)