Formação docente como profissional da aprendizagem em programas de pós-graduação stricto sensu em administração: perspectivas à inovação educacional
Autor(a) principal: | |
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Data de Publicação: | 2023 |
Tipo de documento: | Dissertação |
Idioma: | por |
Título da fonte: | Repositório Institucional Manancial UFSM |
Texto Completo: | http://repositorio.ufsm.br/handle/1/27802 |
Resumo: | The essence of the university is the integral human formation and the professor is the transforming agent, therefore, the graduate has a fundamental role in the formation of this professional, considering the perspective of educational innovation. Pedagogical and educational training for learning in the exercise of university teaching is inserted in training spaces in transformation. The training spaces and strategies in postgraduation prioritize teacher training for research, thus raising the problem of the need for qualification for the learning processes. The concerns of the academic debate in relation to the quality of students' education in the face of social transformations, considering the profiles of professional training, refer to paradigmatic changes, which imply educational innovations in stricto sensu Graduate Programs in Business Administration. The general objective of the research is to understand how the pedagogical and educational formation for the exercise of teaching in the functions of conducting learning processes, in Graduate Programs in Administration stricto sensu, is present in the legislation and how it is debated in research published in journals in the period 1996-2021, aiming at educational innovation. In order to explain the theoretical dimension of pedagogical training for teaching in Business Administration, the educational and pedagogical training for exercising the functions of conducting the learning process in Graduate Programs is discussed. To this end, understandings about the professional training of university professors and innovation in teaching training are developed (AUDY, 2017; CUNHA, 2013, 2019; DELORS et al, 1998; MASETTO, 2003, 2011, 2015; MASETTO; GAETA, 2019; PERRENOUD, 1999; PIMENTA; ANASTASIOU, 2002; ROGERS, 2000; ZABALA, 2015; ZABALZA, 2003). This is a theoretical investigation, with a qualitative and exploratory approach, based on documentary research, Systematic Literature Review (SLR) and literature, referring to the process of teacher training in Postgraduate Programs in Business Administration in Brazil. Given the importance of understanding the concept of teacher training, the data are systematized and interpreted through content analysis (BARDIN, 2011). Research on the pedagogical and educational training of teachers who work in training administrators is scarce and indicates the need to continue research. In exploring the articles arising from RSL, the concepts of teacher training, criticism and proposals and perspectives for innovation were explored. The analysis indicated that in the area of Administration, studies do not address professional competence in conducting learning processes. Despite appearing in the evaluation forms of the Coordination for the Improvement of Higher Education Personnel (CAPES) the question of teaching in this area, effectively, it still remains linked to scientific production, disregarding the other training dimensions indicated by Delors et al. (1998), Masetto (2003, 2013), Zabala (2015) and Rogers (2000). This research conceives suggestions aimed at educational innovation, based on subjects, objects and contexts (MENEGHETTI, 2013), seeking to subsidize actions that provide opportunities for the necessary transformations in the training of university professors within the scope of stricto sensu Graduate Programs in Business Administration. It is intended to contribute to these discussions, highlighting the pertinence of this debate in view of the need for educational innovation. |
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2023-02-15T12:12:50Z2023-02-15T12:12:50Z2023-02-10http://repositorio.ufsm.br/handle/1/27802The essence of the university is the integral human formation and the professor is the transforming agent, therefore, the graduate has a fundamental role in the formation of this professional, considering the perspective of educational innovation. Pedagogical and educational training for learning in the exercise of university teaching is inserted in training spaces in transformation. The training spaces and strategies in postgraduation prioritize teacher training for research, thus raising the problem of the need for qualification for the learning processes. The concerns of the academic debate in relation to the quality of students' education in the face of social transformations, considering the profiles of professional training, refer to paradigmatic changes, which imply educational innovations in stricto sensu Graduate Programs in Business Administration. The general objective of the research is to understand how the pedagogical and educational formation for the exercise of teaching in the functions of conducting learning processes, in Graduate Programs in Administration stricto sensu, is present in the legislation and how it is debated in research published in journals in the period 1996-2021, aiming at educational innovation. In order to explain the theoretical dimension of pedagogical training for teaching in Business Administration, the educational and pedagogical training for exercising the functions of conducting the learning process in Graduate Programs is discussed. To this end, understandings about the professional training of university professors and innovation in teaching training are developed (AUDY, 2017; CUNHA, 2013, 2019; DELORS et al, 1998; MASETTO, 2003, 2011, 2015; MASETTO; GAETA, 2019; PERRENOUD, 1999; PIMENTA; ANASTASIOU, 2002; ROGERS, 2000; ZABALA, 2015; ZABALZA, 2003). This is a theoretical investigation, with a qualitative and exploratory approach, based on documentary research, Systematic Literature Review (SLR) and literature, referring to the process of teacher training in Postgraduate Programs in Business Administration in Brazil. Given the importance of understanding the concept of teacher training, the data are systematized and interpreted through content analysis (BARDIN, 2011). Research on the pedagogical and educational training of teachers who work in training administrators is scarce and indicates the need to continue research. In exploring the articles arising from RSL, the concepts of teacher training, criticism and proposals and perspectives for innovation were explored. The analysis indicated that in the area of Administration, studies do not address professional competence in conducting learning processes. Despite appearing in the evaluation forms of the Coordination for the Improvement of Higher Education Personnel (CAPES) the question of teaching in this area, effectively, it still remains linked to scientific production, disregarding the other training dimensions indicated by Delors et al. (1998), Masetto (2003, 2013), Zabala (2015) and Rogers (2000). This research conceives suggestions aimed at educational innovation, based on subjects, objects and contexts (MENEGHETTI, 2013), seeking to subsidize actions that provide opportunities for the necessary transformations in the training of university professors within the scope of stricto sensu Graduate Programs in Business Administration. It is intended to contribute to these discussions, highlighting the pertinence of this debate in view of the need for educational innovation.A essência da universidade é a formação humana integral e o docente é o agente transformador, portanto, a pós-graduação tem papel fundamental na formação desse profissional, considerando a perspectiva de inovação educacional. A formação pedagógica e educacional para a aprendizagem no exercício da docência universitária está inserida em espaços formativos em transformação. Os espaços e estratégias formativas na pós-graduação priorizam a formação docente para a pesquisa, lançando assim o problema da necessidade da qualificação para os processos de aprendizagens. As preocupações do debate acadêmico em relação à qualidade da formação dos estudantes diante das transformações sociais, considerando os perfis de formação profissional remetem a mudanças paradigmáticas, as quais implicam inovações educacionais em Programas de Pós-graduação stricto sensu em Administração. O objetivo geral da pesquisa é compreender como a formação pedagógica e educacional para o exercício da docência nas funções de condução de processos de aprendizagem, em Programas de Pós-Graduação em Administração stricto sensu, está presente na legislação e como é debatida em pesquisas publicadas em periódicos no período de 1996-2021, visando a inovação educacional. A fim de explicitar a dimensão teórica da formação pedagógica para a docência em Administração, discute-se a formação educacional e pedagógica para o exercício das funções de condução de processos de aprendizagens em Programas de PósGraduação. Para tanto, desenvolve-se os entendimentos acerca da formação profissional do professor universitário e da inovação na formação para a docência (AUDY, 2017; CUNHA, 2013, 2019; DELORS et al, 1998; MASETTO, 2003, 2011, 2015; MASETTO; GAETA, 2019; PERRENOUD, 1999; PIMENTA; ANASTASIOU, 2002; ROGERS, 2000; ZABALA, 2015; ZABALZA, 2003). Trata-se de uma investigação teórica, de abordagem qualitativa e exploratória, fundamentada em pesquisa documental, Revisão Sistemática de Literatura (RSL) e bibliográfica, referente ao processo de formação docente nos Programas de Pós-Graduação em Administração no Brasil. Diante da importância de compreender a concepção de formação docente, os dados são sistematizados e interpretados por meio da análise de conteúdo (BARDIN, 2011). A pesquisa sobre a formação pedagógica e educacional do docente que atua na formação de administradores é escassa e indica a necessidade de dar continuidade às pesquisas. Na exploração dos artigos decorrentes da RSL foram exploradas as concepções de formação docente, as críticas e as propostas e perspectivas de inovação. A análise indicou que na área da Administração, os estudos pouco abordam a competência profissional na condução dos processos de aprendizagem. Apesar de constar nas fichas de avaliação da Coordenação de Aperfeiçoamento de Pessoal de Nível Superior (CAPES) o quesito docente nesta área, efetivamente, ainda este permanece atrelado à produção científica, desconsiderando as demais dimensões formativas indicadas por Delors et al. (1998), Masetto (2003, 2013), Zabala (2015) e Rogers (2000). Esta pesquisa concebe sugestões que visam a inovação educacional, a partir dos sujeitos, objetos e contextos (MENEGHETTI, 2013), buscando subsidiar ações que oportunizem as transformações necessárias na formação de professores universitários no âmbito de Programas de Pós-Graduação stricto sensu em Administração. Pretende-se contribuir com essas discussões, evidenciando a pertinência deste debate frente à necessidade da inovação educacional.porUniversidade Federal de Santa MariaCentro de Ciências Sociais e HumanasPrograma de Pós-Graduação em Administração PúblicaUFSMBrasilAdministração PúblicaAttribution-NonCommercial-NoDerivatives 4.0 Internationalhttp://creativecommons.org/licenses/by-nc-nd/4.0/info:eu-repo/semantics/openAccessAdministração públicaEnsino-aprendizagemEnsino superiorFormação de professoresPublic administrationTeaching-learningUniversity educationTeacher trainingCNPQ::CIENCIAS SOCIAIS APLICADAS::ADMINISTRACAO::ADMINISTRACAO PUBLICAFormação docente como profissional da aprendizagem em programas de pós-graduação stricto sensu em administração: perspectivas à inovação educacionalTeacher training as a learning professional in stricto sensu graduate programs in administration: perspectives to educational innovationinfo:eu-repo/semantics/publishedVersioninfo:eu-repo/semantics/masterThesisGiordani, Estela Marishttp://lattes.cnpq.br/2613694853235546Zucatto, Luís CarlosMasetto, Marcos Tarcisohttp://lattes.cnpq.br/3055249740320509Begnini, Karine Cecilia Finatto600200200009600600600600600fdc4654b-68ff-471a-8e4d-e217484848cb81def77b-5467-46ee-8aaa-e9d940c069ab66128297-b8d7-401e-9fa2-2a9ff8125f22bca8b1f1-8c3e-4875-ab0d-c058b4d6c671reponame:Repositório Institucional Manancial UFSMinstname:Universidade Federal de Santa Maria (UFSM)instacron:UFSMLICENSElicense.txtlicense.txttext/plain; charset=utf-81956http://repositorio.ufsm.br/bitstream/1/27802/3/license.txt2f0571ecee68693bd5cd3f17c1e075dfMD53ORIGINALDIS_PPGAP_2023_BEGNINI_KARINE.pdfDIS_PPGAP_2023_BEGNINI_KARINE.pdfDissertação de Mestradoapplication/pdf3905817http://repositorio.ufsm.br/bitstream/1/27802/1/DIS_PPGAP_2023_BEGNINI_KARINE.pdf7f2d0753c1d1a3920df4060c8463b185MD51CC-LICENSElicense_rdflicense_rdfapplication/rdf+xml; charset=utf-8805http://repositorio.ufsm.br/bitstream/1/27802/2/license_rdf4460e5956bc1d1639be9ae6146a50347MD521/278022023-02-15 09:12:50.659oai:repositorio.ufsm.br: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ório Institucionalhttp://repositorio.ufsm.br/PUBhttp://repositorio.ufsm.br/oai/requestouvidoria@ufsm.bropendoar:39132023-02-15T12:12:50Repositório Institucional Manancial UFSM - Universidade Federal de Santa Maria (UFSM)false |
dc.title.por.fl_str_mv |
Formação docente como profissional da aprendizagem em programas de pós-graduação stricto sensu em administração: perspectivas à inovação educacional |
dc.title.alternative.eng.fl_str_mv |
Teacher training as a learning professional in stricto sensu graduate programs in administration: perspectives to educational innovation |
title |
Formação docente como profissional da aprendizagem em programas de pós-graduação stricto sensu em administração: perspectivas à inovação educacional |
spellingShingle |
Formação docente como profissional da aprendizagem em programas de pós-graduação stricto sensu em administração: perspectivas à inovação educacional Begnini, Karine Cecilia Finatto Administração pública Ensino-aprendizagem Ensino superior Formação de professores Public administration Teaching-learning University education Teacher training CNPQ::CIENCIAS SOCIAIS APLICADAS::ADMINISTRACAO::ADMINISTRACAO PUBLICA |
title_short |
Formação docente como profissional da aprendizagem em programas de pós-graduação stricto sensu em administração: perspectivas à inovação educacional |
title_full |
Formação docente como profissional da aprendizagem em programas de pós-graduação stricto sensu em administração: perspectivas à inovação educacional |
title_fullStr |
Formação docente como profissional da aprendizagem em programas de pós-graduação stricto sensu em administração: perspectivas à inovação educacional |
title_full_unstemmed |
Formação docente como profissional da aprendizagem em programas de pós-graduação stricto sensu em administração: perspectivas à inovação educacional |
title_sort |
Formação docente como profissional da aprendizagem em programas de pós-graduação stricto sensu em administração: perspectivas à inovação educacional |
author |
Begnini, Karine Cecilia Finatto |
author_facet |
Begnini, Karine Cecilia Finatto |
author_role |
author |
dc.contributor.advisor1.fl_str_mv |
Giordani, Estela Maris |
dc.contributor.advisor1Lattes.fl_str_mv |
http://lattes.cnpq.br/2613694853235546 |
dc.contributor.referee1.fl_str_mv |
Zucatto, Luís Carlos |
dc.contributor.referee2.fl_str_mv |
Masetto, Marcos Tarciso |
dc.contributor.authorLattes.fl_str_mv |
http://lattes.cnpq.br/3055249740320509 |
dc.contributor.author.fl_str_mv |
Begnini, Karine Cecilia Finatto |
contributor_str_mv |
Giordani, Estela Maris Zucatto, Luís Carlos Masetto, Marcos Tarciso |
dc.subject.por.fl_str_mv |
Administração pública Ensino-aprendizagem Ensino superior Formação de professores |
topic |
Administração pública Ensino-aprendizagem Ensino superior Formação de professores Public administration Teaching-learning University education Teacher training CNPQ::CIENCIAS SOCIAIS APLICADAS::ADMINISTRACAO::ADMINISTRACAO PUBLICA |
dc.subject.eng.fl_str_mv |
Public administration Teaching-learning University education Teacher training |
dc.subject.cnpq.fl_str_mv |
CNPQ::CIENCIAS SOCIAIS APLICADAS::ADMINISTRACAO::ADMINISTRACAO PUBLICA |
description |
The essence of the university is the integral human formation and the professor is the transforming agent, therefore, the graduate has a fundamental role in the formation of this professional, considering the perspective of educational innovation. Pedagogical and educational training for learning in the exercise of university teaching is inserted in training spaces in transformation. The training spaces and strategies in postgraduation prioritize teacher training for research, thus raising the problem of the need for qualification for the learning processes. The concerns of the academic debate in relation to the quality of students' education in the face of social transformations, considering the profiles of professional training, refer to paradigmatic changes, which imply educational innovations in stricto sensu Graduate Programs in Business Administration. The general objective of the research is to understand how the pedagogical and educational formation for the exercise of teaching in the functions of conducting learning processes, in Graduate Programs in Administration stricto sensu, is present in the legislation and how it is debated in research published in journals in the period 1996-2021, aiming at educational innovation. In order to explain the theoretical dimension of pedagogical training for teaching in Business Administration, the educational and pedagogical training for exercising the functions of conducting the learning process in Graduate Programs is discussed. To this end, understandings about the professional training of university professors and innovation in teaching training are developed (AUDY, 2017; CUNHA, 2013, 2019; DELORS et al, 1998; MASETTO, 2003, 2011, 2015; MASETTO; GAETA, 2019; PERRENOUD, 1999; PIMENTA; ANASTASIOU, 2002; ROGERS, 2000; ZABALA, 2015; ZABALZA, 2003). This is a theoretical investigation, with a qualitative and exploratory approach, based on documentary research, Systematic Literature Review (SLR) and literature, referring to the process of teacher training in Postgraduate Programs in Business Administration in Brazil. Given the importance of understanding the concept of teacher training, the data are systematized and interpreted through content analysis (BARDIN, 2011). Research on the pedagogical and educational training of teachers who work in training administrators is scarce and indicates the need to continue research. In exploring the articles arising from RSL, the concepts of teacher training, criticism and proposals and perspectives for innovation were explored. The analysis indicated that in the area of Administration, studies do not address professional competence in conducting learning processes. Despite appearing in the evaluation forms of the Coordination for the Improvement of Higher Education Personnel (CAPES) the question of teaching in this area, effectively, it still remains linked to scientific production, disregarding the other training dimensions indicated by Delors et al. (1998), Masetto (2003, 2013), Zabala (2015) and Rogers (2000). This research conceives suggestions aimed at educational innovation, based on subjects, objects and contexts (MENEGHETTI, 2013), seeking to subsidize actions that provide opportunities for the necessary transformations in the training of university professors within the scope of stricto sensu Graduate Programs in Business Administration. It is intended to contribute to these discussions, highlighting the pertinence of this debate in view of the need for educational innovation. |
publishDate |
2023 |
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2023-02-15T12:12:50Z |
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2023-02-15T12:12:50Z |
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2023-02-10 |
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Universidade Federal de Santa Maria Centro de Ciências Sociais e Humanas |
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Programa de Pós-Graduação em Administração Pública |
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Brasil |
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Administração Pública |
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Universidade Federal de Santa Maria Centro de Ciências Sociais e Humanas |
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