Socialização profissional dos professores engenheiros ingressantes na educação superior
Autor(a) principal: | |
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Data de Publicação: | 2013 |
Tipo de documento: | Dissertação |
Idioma: | por |
Título da fonte: | Repositório Institucional da UFU |
Texto Completo: | https://repositorio.ufu.br/handle/123456789/13929 https://doi.org/10.14393/ufu.di.2013.135 |
Resumo: | The goal of this research was to investigate how the socialization process of the new-coming professors takes place in the Federal University of Uberlândia (Universidade Federal de Uberlândia), that is, in the engineering courses, mainly in thecivil, chemical,electrical, mechanical, and the mechatronic courses. The subjects of the investigation were the new-coming professors, who had more than three years of experience of teaching in the field. The data were built up by means of a questionnaire and an reflexive interview which made available the ideas of training, present in their teaching practice, as well as the main scientific concepts within the knowledge they judged to be relevant for the training of teachers in the university. So, we tried to check outthe concepts of teaching, knowledge and practice, professional identity, professional socialization, professional development, initial and continuing training, the relation between theory and practice, learning process, assessment, the training needs to be a teacher, the role ofdidactic and pedagogical knowledge in teaching. The question whichconducted this research was the following: How does the socialization process of the new-coming professors of Higher Education who work the courses of Engineeringin the Federal University of Uberlândiatake place? A meaningful part of the group of professors had their education in a continuous process which began in graduation and post-graduation programs (Master and Doctorate programs) and later joined the educational career. The reality presented teachers who had no teaching experience,whose main education was in research and little experience in teaching and small pedagogical support in the universities they had worked. Based on analysis of the data, we can state that they succeeded in the career by means of errors and trials as strategies of teaching. All engineer professors who took part in the research pointed out the importance of the continuous education and the role of the university, when it offers opportunities and support for the new teachers in the field of Engineering. In summary, this work points out the necessity of institutional policies of pedagogical formation and of the recognition of the values of teachers within the university. Such policies must offer well-structured programs which cover the professional development of teachers, and aim to improve the quality of the education offered to students of Higher Education. |
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2016-06-22T18:36:29Z2013-10-112016-06-22T18:36:29Z2013-02-28SANTOS, Patricia Peixoto dos. Professional socialization of newcomer engineer professors on the third-level education. 2013. 111 f. Dissertação (Mestrado em Ciências Humanas) - Universidade Federal de Uberlândia, Uberlândia, 2013. DOI https://doi.org/10.14393/ufu.di.2013.135https://repositorio.ufu.br/handle/123456789/13929https://doi.org/10.14393/ufu.di.2013.135The goal of this research was to investigate how the socialization process of the new-coming professors takes place in the Federal University of Uberlândia (Universidade Federal de Uberlândia), that is, in the engineering courses, mainly in thecivil, chemical,electrical, mechanical, and the mechatronic courses. The subjects of the investigation were the new-coming professors, who had more than three years of experience of teaching in the field. The data were built up by means of a questionnaire and an reflexive interview which made available the ideas of training, present in their teaching practice, as well as the main scientific concepts within the knowledge they judged to be relevant for the training of teachers in the university. So, we tried to check outthe concepts of teaching, knowledge and practice, professional identity, professional socialization, professional development, initial and continuing training, the relation between theory and practice, learning process, assessment, the training needs to be a teacher, the role ofdidactic and pedagogical knowledge in teaching. The question whichconducted this research was the following: How does the socialization process of the new-coming professors of Higher Education who work the courses of Engineeringin the Federal University of Uberlândiatake place? A meaningful part of the group of professors had their education in a continuous process which began in graduation and post-graduation programs (Master and Doctorate programs) and later joined the educational career. The reality presented teachers who had no teaching experience,whose main education was in research and little experience in teaching and small pedagogical support in the universities they had worked. Based on analysis of the data, we can state that they succeeded in the career by means of errors and trials as strategies of teaching. All engineer professors who took part in the research pointed out the importance of the continuous education and the role of the university, when it offers opportunities and support for the new teachers in the field of Engineering. In summary, this work points out the necessity of institutional policies of pedagogical formation and of the recognition of the values of teachers within the university. Such policies must offer well-structured programs which cover the professional development of teachers, and aim to improve the quality of the education offered to students of Higher Education.O objetivo da pesquisa foi investigar como ocorre o processo de socialização dos professores ingressantes na Educação Superior da Universidade Federal de Uberlândia, nos cursos de Engenharia, especificamente, Engenharia Civil, Engenharia Elétrica, Engenharia Mecânica, Engenharia Química e Engenharia Mecatrônica. Deste modo, os sujeitos da pesquisa foram os docentes ingressantes nesses cursos que tinham experiência de até três anos no magistério. Os dados foram construídos por meio de questionário e entrevista reflexiva onde foi possível identificar quais as concepções de formação estão presentes em suas práticas e os saberes que consideram mais importantes na formação de professores para atuar na docência universitária.Assim, procuramos verificar quais as concepções de docência; saberes e práticas; identidade profissional; socialização profissional; desenvolvimento profissional; formação inicial e continuada; relação teoria-prática; aprendizagem; aula; avaliação; necessidades formativas para atuação como docente; importância dos saberes didático-pedagógicos para a docência. A pergunta principal que norteou esta investigação foi: Como ocorre o processo de socialização dos novos professores universitários que atuam nos cursos de Engenharia da Universidade Federal de Uberlândia? Parte significativa dos professores tem a formação realizada num processo contínuo que se inicia na graduação, pós-graduação (mestrado e doutorado) e posterior ingresso na carreira docente. A realidade apresenta professores engenheiros que não tiveram experiências profissionais no ensino, cuja formação teve como característica principal o enfoque na pesquisa, com poucos desdobramentos para a docência e, ainda, com o agravante de não terem apoio da universidade para auxiliá-los em sua inserção na carreira docente. Frente à análise dos dados destacamos que os docentes se constituem como como professores, a partir de processos de erros e acertos, na tentativa de desenvolver seu trabalho de maneira adequada. Todos os professores engenheiros que participaram da pesquisa destacaram a importância da formação continuada e da importância da universidade oferecer um espaço de apoio com profissionais qualificados a quem possam recorrer em situações de dúvidas e dificuldades. Nessa perspectiva, o estudo aponta para a necessidade de políticas institucionais de formação e valorização dos docentes que atuam na universidade. Tais políticas devem pautar-se na consolidação de um sólido programa que tenha como foco a formação e o desenvolvimento profissional dos professores e a desejável melhoria da educação pautada na qualidade da formação dos estudantes universitários.Coordenação de Aperfeiçoamento de Pessoal de Nível SuperiorMestre em Educaçãoapplication/pdfporUniversidade Federal de UberlândiaPrograma de Pós-graduação em EducaçãoUFUBRCiências HumanasSocialização profissionalDocência universitáriaFormação docenteProfessores universitários FormaçãoEngenharia Estudo e ensinoProfessional socializationCollege teachingTeacher trainingCNPQ::CIENCIAS HUMANAS::EDUCACAOSocialização profissional dos professores engenheiros ingressantes na educação superiorProfessional socialization of newcomer engineer professors on the third-level educationinfo:eu-repo/semantics/publishedVersioninfo:eu-repo/semantics/masterThesisMelo, Geovana Ferreirahttp://buscatextual.cnpq.br/buscatextual/visualizacv.do?id=K4763403A3Vieira, Vânia Maria de Oliveirahttp://buscatextual.cnpq.br/buscatextual/visualizacv.do?id=K4778881T9Malusá, Silvanahttp://buscatextual.cnpq.br/buscatextual/visualizacv.do?id=K4705157Y0http://buscatextual.cnpq.br/buscatextual/visualizacv.do?id=K4713980P6Santos, Patricia Peixoto dos81753672info:eu-repo/semantics/openAccessreponame:Repositório Institucional da UFUinstname:Universidade Federal de Uberlândia (UFU)instacron:UFUTHUMBNAILPatricia Peixotod.pdf.jpgPatricia Peixotod.pdf.jpgGenerated Thumbnailimage/jpeg1132https://repositorio.ufu.br/bitstream/123456789/13929/3/Patricia%20Peixotod.pdf.jpg56e04344e486037d78ba6c317be3eb6dMD53ORIGINALPatricia Peixotod.pdfapplication/pdf1230113https://repositorio.ufu.br/bitstream/123456789/13929/1/Patricia%20Peixotod.pdf567326d3933c2a8f2094863a57c2c5c0MD51TEXTPatricia Peixotod.pdf.txtPatricia Peixotod.pdf.txtExtracted texttext/plain256422https://repositorio.ufu.br/bitstream/123456789/13929/2/Patricia%20Peixotod.pdf.txt8a41262bf753f344c13d9b17485468ddMD52123456789/139292022-09-05 15:53:50.819oai:repositorio.ufu.br:123456789/13929Repositório InstitucionalONGhttp://repositorio.ufu.br/oai/requestdiinf@dirbi.ufu.bropendoar:2022-09-05T18:53:50Repositório Institucional da UFU - Universidade Federal de Uberlândia (UFU)false |
dc.title.por.fl_str_mv |
Socialização profissional dos professores engenheiros ingressantes na educação superior |
dc.title.alternative.eng.fl_str_mv |
Professional socialization of newcomer engineer professors on the third-level education |
title |
Socialização profissional dos professores engenheiros ingressantes na educação superior |
spellingShingle |
Socialização profissional dos professores engenheiros ingressantes na educação superior Santos, Patricia Peixoto dos Socialização profissional Docência universitária Formação docente Professores universitários Formação Engenharia Estudo e ensino Professional socialization College teaching Teacher training CNPQ::CIENCIAS HUMANAS::EDUCACAO |
title_short |
Socialização profissional dos professores engenheiros ingressantes na educação superior |
title_full |
Socialização profissional dos professores engenheiros ingressantes na educação superior |
title_fullStr |
Socialização profissional dos professores engenheiros ingressantes na educação superior |
title_full_unstemmed |
Socialização profissional dos professores engenheiros ingressantes na educação superior |
title_sort |
Socialização profissional dos professores engenheiros ingressantes na educação superior |
author |
Santos, Patricia Peixoto dos |
author_facet |
Santos, Patricia Peixoto dos |
author_role |
author |
dc.contributor.advisor1.fl_str_mv |
Melo, Geovana Ferreira |
dc.contributor.advisor1Lattes.fl_str_mv |
http://buscatextual.cnpq.br/buscatextual/visualizacv.do?id=K4763403A3 |
dc.contributor.referee1.fl_str_mv |
Vieira, Vânia Maria de Oliveira |
dc.contributor.referee1Lattes.fl_str_mv |
http://buscatextual.cnpq.br/buscatextual/visualizacv.do?id=K4778881T9 |
dc.contributor.referee2.fl_str_mv |
Malusá, Silvana |
dc.contributor.referee2Lattes.fl_str_mv |
http://buscatextual.cnpq.br/buscatextual/visualizacv.do?id=K4705157Y0 |
dc.contributor.authorLattes.fl_str_mv |
http://buscatextual.cnpq.br/buscatextual/visualizacv.do?id=K4713980P6 |
dc.contributor.author.fl_str_mv |
Santos, Patricia Peixoto dos |
contributor_str_mv |
Melo, Geovana Ferreira Vieira, Vânia Maria de Oliveira Malusá, Silvana |
dc.subject.por.fl_str_mv |
Socialização profissional Docência universitária Formação docente Professores universitários Formação Engenharia Estudo e ensino |
topic |
Socialização profissional Docência universitária Formação docente Professores universitários Formação Engenharia Estudo e ensino Professional socialization College teaching Teacher training CNPQ::CIENCIAS HUMANAS::EDUCACAO |
dc.subject.eng.fl_str_mv |
Professional socialization College teaching Teacher training |
dc.subject.cnpq.fl_str_mv |
CNPQ::CIENCIAS HUMANAS::EDUCACAO |
description |
The goal of this research was to investigate how the socialization process of the new-coming professors takes place in the Federal University of Uberlândia (Universidade Federal de Uberlândia), that is, in the engineering courses, mainly in thecivil, chemical,electrical, mechanical, and the mechatronic courses. The subjects of the investigation were the new-coming professors, who had more than three years of experience of teaching in the field. The data were built up by means of a questionnaire and an reflexive interview which made available the ideas of training, present in their teaching practice, as well as the main scientific concepts within the knowledge they judged to be relevant for the training of teachers in the university. So, we tried to check outthe concepts of teaching, knowledge and practice, professional identity, professional socialization, professional development, initial and continuing training, the relation between theory and practice, learning process, assessment, the training needs to be a teacher, the role ofdidactic and pedagogical knowledge in teaching. The question whichconducted this research was the following: How does the socialization process of the new-coming professors of Higher Education who work the courses of Engineeringin the Federal University of Uberlândiatake place? A meaningful part of the group of professors had their education in a continuous process which began in graduation and post-graduation programs (Master and Doctorate programs) and later joined the educational career. The reality presented teachers who had no teaching experience,whose main education was in research and little experience in teaching and small pedagogical support in the universities they had worked. Based on analysis of the data, we can state that they succeeded in the career by means of errors and trials as strategies of teaching. All engineer professors who took part in the research pointed out the importance of the continuous education and the role of the university, when it offers opportunities and support for the new teachers in the field of Engineering. In summary, this work points out the necessity of institutional policies of pedagogical formation and of the recognition of the values of teachers within the university. Such policies must offer well-structured programs which cover the professional development of teachers, and aim to improve the quality of the education offered to students of Higher Education. |
publishDate |
2013 |
dc.date.available.fl_str_mv |
2013-10-11 2016-06-22T18:36:29Z |
dc.date.issued.fl_str_mv |
2013-02-28 |
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2016-06-22T18:36:29Z |
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info:eu-repo/semantics/publishedVersion |
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dc.identifier.citation.fl_str_mv |
SANTOS, Patricia Peixoto dos. Professional socialization of newcomer engineer professors on the third-level education. 2013. 111 f. Dissertação (Mestrado em Ciências Humanas) - Universidade Federal de Uberlândia, Uberlândia, 2013. DOI https://doi.org/10.14393/ufu.di.2013.135 |
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https://repositorio.ufu.br/handle/123456789/13929 |
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https://doi.org/10.14393/ufu.di.2013.135 |
identifier_str_mv |
SANTOS, Patricia Peixoto dos. Professional socialization of newcomer engineer professors on the third-level education. 2013. 111 f. Dissertação (Mestrado em Ciências Humanas) - Universidade Federal de Uberlândia, Uberlândia, 2013. DOI https://doi.org/10.14393/ufu.di.2013.135 |
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https://repositorio.ufu.br/handle/123456789/13929 https://doi.org/10.14393/ufu.di.2013.135 |
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