Docência universitária: pensando a prática pedagógica do(a) professor(a) farmacêutico(a)
Autor(a) principal: | |
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Data de Publicação: | 2020 |
Tipo de documento: | Dissertação |
Idioma: | por |
Título da fonte: | Repositório Institucional da UFU |
Texto Completo: | https://repositorio.ufu.br/handle/123456789/29954 http://doi.org/10.14393/ufu.di.2020.518 |
Resumo: | Professors begin university teaching through different training paths; among them, personal training, developed through experiences acquired in their life trajectory, professional training reflected by a knowledge curriculum offered in higher education institutions covered as a student, the training trajectories in stricto sensu postgraduate courses at master and doctoral level and the trajectories acquired in the professional practice of teaching in higher education. Thinking about the pedagogical practice of the pharmaceutical professor is to make an effort to improve the activity. Then, there are some problems that sustain this research. 1) What interactions do professors establish with each other and with the organization of their teaching work through the study categories: teaching knowledge and evaluation? and 2) What are the conceptions that those professors have about their pedagogical practice? Thus, the main objectives are “to investigate, study and understand the pedagogical knowledge that pharmaceutical university professors who teach in Bachelor's degree courses in Pharmacy from two private institutions in the city of Uberlândia have regarding their teaching practice in higher education and aims to show the interactions that those professors establish with each other and with the organization of their teaching work through the study categories: teaching knowledge and evaluation”. As a methodological contribution, within the quantitative and qualitative approaches, a research instrument divided into three parts was applied: I-Identification of the participants; II-Analysis categories: teaching knowledge and evaluation; III - composed of three open questions: a) What does it mean to be a professor in higher education? b) How do you, as a Bachelor of Pharmacy and university professor, act in the daily classes to develop the skills and abilities established by the national curricular guidelines of the Pharmacy course? c) For you at what time did the student learn? And a space for comments, if necessary. The result showed that pharmaceutical professors consider teaching knowledge important, however they demonstrated difficulties and lack of knowledge in the evaluation category. In relation to the conceptions, they associate theory and practice in the pedagogical action and consider the specific content of the subject as the driver of their practices. |
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Docência universitária: pensando a prática pedagógica do(a) professor(a) farmacêutico(a)University teaching: thinking about the pedagogical practice of the pharmaceutical professorFarmacêutico(a)PharmacistDocência universitáriaUniversity teachingSaberes docentesTeaching knowledgeAvaliaçãoEvaluationProfessor(a)ProfessorCNPQ::CIENCIAS HUMANASProfessores universitáriosFarmacêuticosProfessors begin university teaching through different training paths; among them, personal training, developed through experiences acquired in their life trajectory, professional training reflected by a knowledge curriculum offered in higher education institutions covered as a student, the training trajectories in stricto sensu postgraduate courses at master and doctoral level and the trajectories acquired in the professional practice of teaching in higher education. Thinking about the pedagogical practice of the pharmaceutical professor is to make an effort to improve the activity. Then, there are some problems that sustain this research. 1) What interactions do professors establish with each other and with the organization of their teaching work through the study categories: teaching knowledge and evaluation? and 2) What are the conceptions that those professors have about their pedagogical practice? Thus, the main objectives are “to investigate, study and understand the pedagogical knowledge that pharmaceutical university professors who teach in Bachelor's degree courses in Pharmacy from two private institutions in the city of Uberlândia have regarding their teaching practice in higher education and aims to show the interactions that those professors establish with each other and with the organization of their teaching work through the study categories: teaching knowledge and evaluation”. As a methodological contribution, within the quantitative and qualitative approaches, a research instrument divided into three parts was applied: I-Identification of the participants; II-Analysis categories: teaching knowledge and evaluation; III - composed of three open questions: a) What does it mean to be a professor in higher education? b) How do you, as a Bachelor of Pharmacy and university professor, act in the daily classes to develop the skills and abilities established by the national curricular guidelines of the Pharmacy course? c) For you at what time did the student learn? And a space for comments, if necessary. The result showed that pharmaceutical professors consider teaching knowledge important, however they demonstrated difficulties and lack of knowledge in the evaluation category. In relation to the conceptions, they associate theory and practice in the pedagogical action and consider the specific content of the subject as the driver of their practices.CAPES - Coordenação de Aperfeiçoamento de Pessoal de Nível SuperiorDissertação (Mestrado)Os(As) professores(as) ingressam na docência universitária por meio de diferentes caminhos formativos; dentre eles, a formação pessoal, desenvolvida por vivências e experiências adquiridas em sua trajetória de vida, a formação profissional contemplada por um currículo de conhecimento ofertado nas instituições de ensino superior percorridas enquanto discente, as trajetórias de formação nos cursos de pós-graduação stricto sensu em nível de mestrado e doutorado e as trajetórias adquiridas na prática profissional da docência no ensino superior. Pensar a prática pedagógica do(a) professor(a) farmacêutico(a) é participar de um esforço para a melhoria da atividade. Surge então, os problemas que embasam essa pesquisa. 1) Quais as interações que os(as) professores(as) estabelecem entre si e com a organização do seu trabalho docente através das categorias de estudo: saberes docentes e avaliação? e 2) Quais as ideações que esses(as) professores(as) possuem acerca da sua prática pedagógica? Dessa forma, os objetivos centrais são “investigar, estudar e compreender quais os conhecimentos pedagógicos que os(as) professores(as) universitários(as) farmacêuticos(as) que atuam nos cursos de bacharelado em Farmácia de duas instituições particulares da cidade de Uberlãndia possuem frente a sua prática docente no ensino superior e visa sinalizar as interações que esses(as) professores(as) estabelecem entre si e com a organização do seu trabalho docente atráves das categorias de estudo: saberes docentes e avaliação. Como aporte metodológico, dentro das abordagens quantitativa e qualitativa, aplicou-se um instrumento de pesquisa dividido em três partes: I-Identificação dos(das) participantes; II-Categorias de análise: saberes docentes e avaliação; III-composta por três questões abertas: a) O que é ser docente no ensino superior? b) Como você, enquanto bacharel em Farmácia e professor(a) universitário(a), atua em seu cotidiano de sala de aula, para o desenvolvimento das competências e habilidades instituídas pelas diretrizes curriculares nacionais do curso de Farmácia? c) Para você em qual momento o(a) aluno(a) aprendeu? E, um espaço para comentários, caso seja necessário. O resultado mostrou que os(as) professores(as) farmacêuticos(as) consideram importante os saberes docentes, no entanto demonstraram dificuldades e desconhecimento na categoria avaliação. Em relação às ideações, associam teoria e prática na ação pedagógica e consideram o conteúdo específico da disciplina como propulsor de suas práticas.Universidade Federal de UberlândiaBrasilPrograma de Pós-graduação em EducaçãoBaraúna, Silvana Malusáhttp://lattes.cnpq.br/1877760681965074Mendes, Olenir Mariahttp://lattes.cnpq.br/6436990911591991Ernandes, Fernanda Maria Pagane Guereschihttp://lattes.cnpq.br/7947641813907493Bento, Cecília de Camargo2020-09-25T11:59:38Z2020-09-25T11:59:38Z2020-08-26info:eu-repo/semantics/publishedVersioninfo:eu-repo/semantics/masterThesisapplication/pdfBENTO, Cecília de Camargo. Docência universitária: pensando a prática pedagógica do(a) professor(a) farmacêutico(a). 2020. 149 f. Dissertação ( Mestrado em Educação) - Universidade Federal de Uberlândia, Uberlândia, 2020. DOI http://doi.org/10.14393/ufu.di.2020.518https://repositorio.ufu.br/handle/123456789/29954http://doi.org/10.14393/ufu.di.2020.518porhttp://creativecommons.org/licenses/by-nc-nd/3.0/us/info:eu-repo/semantics/openAccessreponame:Repositório Institucional da UFUinstname:Universidade Federal de Uberlândia (UFU)instacron:UFU2020-09-26T06:18:25Zoai:repositorio.ufu.br:123456789/29954Repositório InstitucionalONGhttp://repositorio.ufu.br/oai/requestdiinf@dirbi.ufu.bropendoar:2020-09-26T06:18:25Repositório Institucional da UFU - Universidade Federal de Uberlândia (UFU)false |
dc.title.none.fl_str_mv |
Docência universitária: pensando a prática pedagógica do(a) professor(a) farmacêutico(a) University teaching: thinking about the pedagogical practice of the pharmaceutical professor |
title |
Docência universitária: pensando a prática pedagógica do(a) professor(a) farmacêutico(a) |
spellingShingle |
Docência universitária: pensando a prática pedagógica do(a) professor(a) farmacêutico(a) Bento, Cecília de Camargo Farmacêutico(a) Pharmacist Docência universitária University teaching Saberes docentes Teaching knowledge Avaliação Evaluation Professor(a) Professor CNPQ::CIENCIAS HUMANAS Professores universitários Farmacêuticos |
title_short |
Docência universitária: pensando a prática pedagógica do(a) professor(a) farmacêutico(a) |
title_full |
Docência universitária: pensando a prática pedagógica do(a) professor(a) farmacêutico(a) |
title_fullStr |
Docência universitária: pensando a prática pedagógica do(a) professor(a) farmacêutico(a) |
title_full_unstemmed |
Docência universitária: pensando a prática pedagógica do(a) professor(a) farmacêutico(a) |
title_sort |
Docência universitária: pensando a prática pedagógica do(a) professor(a) farmacêutico(a) |
author |
Bento, Cecília de Camargo |
author_facet |
Bento, Cecília de Camargo |
author_role |
author |
dc.contributor.none.fl_str_mv |
Baraúna, Silvana Malusá http://lattes.cnpq.br/1877760681965074 Mendes, Olenir Maria http://lattes.cnpq.br/6436990911591991 Ernandes, Fernanda Maria Pagane Guereschi http://lattes.cnpq.br/7947641813907493 |
dc.contributor.author.fl_str_mv |
Bento, Cecília de Camargo |
dc.subject.por.fl_str_mv |
Farmacêutico(a) Pharmacist Docência universitária University teaching Saberes docentes Teaching knowledge Avaliação Evaluation Professor(a) Professor CNPQ::CIENCIAS HUMANAS Professores universitários Farmacêuticos |
topic |
Farmacêutico(a) Pharmacist Docência universitária University teaching Saberes docentes Teaching knowledge Avaliação Evaluation Professor(a) Professor CNPQ::CIENCIAS HUMANAS Professores universitários Farmacêuticos |
description |
Professors begin university teaching through different training paths; among them, personal training, developed through experiences acquired in their life trajectory, professional training reflected by a knowledge curriculum offered in higher education institutions covered as a student, the training trajectories in stricto sensu postgraduate courses at master and doctoral level and the trajectories acquired in the professional practice of teaching in higher education. Thinking about the pedagogical practice of the pharmaceutical professor is to make an effort to improve the activity. Then, there are some problems that sustain this research. 1) What interactions do professors establish with each other and with the organization of their teaching work through the study categories: teaching knowledge and evaluation? and 2) What are the conceptions that those professors have about their pedagogical practice? Thus, the main objectives are “to investigate, study and understand the pedagogical knowledge that pharmaceutical university professors who teach in Bachelor's degree courses in Pharmacy from two private institutions in the city of Uberlândia have regarding their teaching practice in higher education and aims to show the interactions that those professors establish with each other and with the organization of their teaching work through the study categories: teaching knowledge and evaluation”. As a methodological contribution, within the quantitative and qualitative approaches, a research instrument divided into three parts was applied: I-Identification of the participants; II-Analysis categories: teaching knowledge and evaluation; III - composed of three open questions: a) What does it mean to be a professor in higher education? b) How do you, as a Bachelor of Pharmacy and university professor, act in the daily classes to develop the skills and abilities established by the national curricular guidelines of the Pharmacy course? c) For you at what time did the student learn? And a space for comments, if necessary. The result showed that pharmaceutical professors consider teaching knowledge important, however they demonstrated difficulties and lack of knowledge in the evaluation category. In relation to the conceptions, they associate theory and practice in the pedagogical action and consider the specific content of the subject as the driver of their practices. |
publishDate |
2020 |
dc.date.none.fl_str_mv |
2020-09-25T11:59:38Z 2020-09-25T11:59:38Z 2020-08-26 |
dc.type.status.fl_str_mv |
info:eu-repo/semantics/publishedVersion |
dc.type.driver.fl_str_mv |
info:eu-repo/semantics/masterThesis |
format |
masterThesis |
status_str |
publishedVersion |
dc.identifier.uri.fl_str_mv |
BENTO, Cecília de Camargo. Docência universitária: pensando a prática pedagógica do(a) professor(a) farmacêutico(a). 2020. 149 f. Dissertação ( Mestrado em Educação) - Universidade Federal de Uberlândia, Uberlândia, 2020. DOI http://doi.org/10.14393/ufu.di.2020.518 https://repositorio.ufu.br/handle/123456789/29954 http://doi.org/10.14393/ufu.di.2020.518 |
identifier_str_mv |
BENTO, Cecília de Camargo. Docência universitária: pensando a prática pedagógica do(a) professor(a) farmacêutico(a). 2020. 149 f. Dissertação ( Mestrado em Educação) - Universidade Federal de Uberlândia, Uberlândia, 2020. DOI http://doi.org/10.14393/ufu.di.2020.518 |
url |
https://repositorio.ufu.br/handle/123456789/29954 http://doi.org/10.14393/ufu.di.2020.518 |
dc.language.iso.fl_str_mv |
por |
language |
por |
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http://creativecommons.org/licenses/by-nc-nd/3.0/us/ info:eu-repo/semantics/openAccess |
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http://creativecommons.org/licenses/by-nc-nd/3.0/us/ |
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openAccess |
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application/pdf |
dc.publisher.none.fl_str_mv |
Universidade Federal de Uberlândia Brasil Programa de Pós-graduação em Educação |
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Universidade Federal de Uberlândia Brasil Programa de Pós-graduação em Educação |
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reponame:Repositório Institucional da UFU instname:Universidade Federal de Uberlândia (UFU) instacron:UFU |
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Universidade Federal de Uberlândia (UFU) |
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UFU |
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Repositório Institucional da UFU |
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Repositório Institucional da UFU - Universidade Federal de Uberlândia (UFU) |
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diinf@dirbi.ufu.br |
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1805569726146936832 |