LEARNING TO BE A HIGHER EDUCATION TEACHER: A HISTORICAL-CULTURAL PERSPECTIVE

Detalhes bibliográficos
Autor(a) principal: Teo, Carla Rosane Paz Arruda
Data de Publicação: 2023
Outros Autores: Alves, Solange Maria
Tipo de documento: Artigo
Idioma: por
Título da fonte: Revista da FAEEBA (Online)
DOI: 10.21879/faeeba2358-0194.2023.v32.n71.p219-236
Texto Completo: https://www.revistas.uneb.br/index.php/faeeba/article/view/16819
Resumo: With the aim of recognizing possibilities to qualify the teaching internship with a view to training bachelor teachers for higher education, a qualitative exploratory-descriptive study was carried out with 11 teachers with experience in supervising teaching internships for graduate students in the health area, in Santa Catarina state, using an online instrument with three open questions about the strengths, weaknesses and possibilities of the internship. The content was analyzed and interpreted by comparing it to the historical-cultural theoretical framework. The results indicated practical experience as the main potential; such as fragility, the short period of time and non-obligation. It was concluded that the possibility of qualifying the internship as a training strategy lies in its transformation into a collaborative and dialogical teaching activity for graduate students, supervisors and advisors, in a logic of initial, continued/permanent training.
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spelling LEARNING TO BE A HIGHER EDUCATION TEACHER: A HISTORICAL-CULTURAL PERSPECTIVEAPRENDIZAJE DE SER DOCENTE DE EDUCACIÓN SUPERIOR: UNA PERSPECTIVA HISTÓRICO-CULTURALAprendizagem da Docência na Educação Superior: uma perspectiva histórico-culturalhuman development; teacher training; activity theory.desarrollo humano; formación de profesores; teoría de la actividad.desenvolvimento humano; formação de professores; teoria da atividade.With the aim of recognizing possibilities to qualify the teaching internship with a view to training bachelor teachers for higher education, a qualitative exploratory-descriptive study was carried out with 11 teachers with experience in supervising teaching internships for graduate students in the health area, in Santa Catarina state, using an online instrument with three open questions about the strengths, weaknesses and possibilities of the internship. The content was analyzed and interpreted by comparing it to the historical-cultural theoretical framework. The results indicated practical experience as the main potential; such as fragility, the short period of time and non-obligation. It was concluded that the possibility of qualifying the internship as a training strategy lies in its transformation into a collaborative and dialogical teaching activity for graduate students, supervisors and advisors, in a logic of initial, continued/permanent training.Con el objetivo de reconocer posibilidades de calificación de la pasantía docente con miras a la formación de docentes licenciados para la educación superior, se realizó estudio cualitativo, exploratorio-descriptivo, con 11 docentes experimentados en la supervisión de pasantías docentes para estudiantes de posgrado en el área de la salud, en Santa Catarina, utilizando instrumento en línea con tres preguntas abiertas sobre potencialidades, debilidades y posibilidades de la pasantía. El contenido fue analizado e interpretado comparándolo con el marco teórico histórico-cultural. Los resultados indicaron la experiencia práctica como principal potencial; como fragilidad, el corto plazo y la no obligación. Se concluyó que la posibilidad de calificar la pasantía como estrategia de formación radica en su transformación en una actividad de aprendizaje colaborativo y dialógico de la docencia para graduados, supervisores y asesores, en una lógica de formación inicial, continuada/permanente.Com o objetivo de reconhecer possibilidades para qualificar o estágio de docência com vistas à formação de professores bacharéis para a educação superior, foi realizado estudo exploratório-descritivo qualitativo com 11 professores com experiência em supervisão de estágio de docência de pós-graduandos da área da saúde, em Santa Catarina, utilizando instrumento online com três questões abertas sobre potencialidades, fragilidades e possibilidades do estágio. O conteúdo foi analisado e interpretado por cotejamento ao referencial teórico histórico-cultural. Os resultados indicaram a experiência prática como principal potencialidade; como fragilidade, o curto período de tempo e a não obrigatoriedade. Concluiu-se que a possibilidade de qualificar o estágio como estratégia formativa está em sua transformação em atividade de aprendizagem colaborativa e dialógica da docência para pós-graduandos, supervisores e orientadores, em uma lógica de formação inicial, continuada/permanente.UNEB2023-08-01info:eu-repo/semantics/articleinfo:eu-repo/semantics/publishedVersionAvaliado pelos Paresapplication/pdfhttps://www.revistas.uneb.br/index.php/faeeba/article/view/1681910.21879/faeeba2358-0194.2023.v32.n71.p219-236Revista da FAEEBA - Educação e Contemporaneidade; v. 32 n. 71 (2023): Educação e Aprendizagem da Docência; 219-2362358-01940104-704310.21879/faeeba2358-0194.v32.n71reponame:Revista da FAEEBA (Online)instname:Universidade do Estado da Bahia (UNEB)instacron:UNEBporhttps://www.revistas.uneb.br/index.php/faeeba/article/view/16819/11942Copyright (c) 2023 Carla Rosane Paz Arruda Teo, Solange Maria Alveshttp://creativecommons.org/licenses/by-nc/4.0info:eu-repo/semantics/openAccessTeo, Carla Rosane Paz ArrudaAlves, Solange Maria 2023-08-01T20:51:43Zoai:ojs.revistas.uneb.br:article/16819Revistahttps://revistas.uneb.br/index.php/faeeba/PUBhttps://www.revistas.uneb.br/index.php/faeeba/oairevistadafaeeba.uneb@gmail.com||esclementino@uol.com.br|| fialho2021@gmail.com|| mauraiclea@gmail.com||refaeeba.dedc1@listas.uneb.br2358-01940104-7043opendoar:2023-08-01T20:51:43Revista da FAEEBA (Online) - Universidade do Estado da Bahia (UNEB)false
dc.title.none.fl_str_mv LEARNING TO BE A HIGHER EDUCATION TEACHER: A HISTORICAL-CULTURAL PERSPECTIVE
APRENDIZAJE DE SER DOCENTE DE EDUCACIÓN SUPERIOR: UNA PERSPECTIVA HISTÓRICO-CULTURAL
Aprendizagem da Docência na Educação Superior: uma perspectiva histórico-cultural
title LEARNING TO BE A HIGHER EDUCATION TEACHER: A HISTORICAL-CULTURAL PERSPECTIVE
spellingShingle LEARNING TO BE A HIGHER EDUCATION TEACHER: A HISTORICAL-CULTURAL PERSPECTIVE
LEARNING TO BE A HIGHER EDUCATION TEACHER: A HISTORICAL-CULTURAL PERSPECTIVE
Teo, Carla Rosane Paz Arruda
human development; teacher training; activity theory.
desarrollo humano; formación de profesores; teoría de la actividad.
desenvolvimento humano; formação de professores; teoria da atividade.
Teo, Carla Rosane Paz Arruda
human development; teacher training; activity theory.
desarrollo humano; formación de profesores; teoría de la actividad.
desenvolvimento humano; formação de professores; teoria da atividade.
title_short LEARNING TO BE A HIGHER EDUCATION TEACHER: A HISTORICAL-CULTURAL PERSPECTIVE
title_full LEARNING TO BE A HIGHER EDUCATION TEACHER: A HISTORICAL-CULTURAL PERSPECTIVE
title_fullStr LEARNING TO BE A HIGHER EDUCATION TEACHER: A HISTORICAL-CULTURAL PERSPECTIVE
LEARNING TO BE A HIGHER EDUCATION TEACHER: A HISTORICAL-CULTURAL PERSPECTIVE
title_full_unstemmed LEARNING TO BE A HIGHER EDUCATION TEACHER: A HISTORICAL-CULTURAL PERSPECTIVE
LEARNING TO BE A HIGHER EDUCATION TEACHER: A HISTORICAL-CULTURAL PERSPECTIVE
title_sort LEARNING TO BE A HIGHER EDUCATION TEACHER: A HISTORICAL-CULTURAL PERSPECTIVE
author Teo, Carla Rosane Paz Arruda
author_facet Teo, Carla Rosane Paz Arruda
Teo, Carla Rosane Paz Arruda
Alves, Solange Maria
Alves, Solange Maria
author_role author
author2 Alves, Solange Maria
author2_role author
dc.contributor.author.fl_str_mv Teo, Carla Rosane Paz Arruda
Alves, Solange Maria
dc.subject.por.fl_str_mv human development; teacher training; activity theory.
desarrollo humano; formación de profesores; teoría de la actividad.
desenvolvimento humano; formação de professores; teoria da atividade.
topic human development; teacher training; activity theory.
desarrollo humano; formación de profesores; teoría de la actividad.
desenvolvimento humano; formação de professores; teoria da atividade.
description With the aim of recognizing possibilities to qualify the teaching internship with a view to training bachelor teachers for higher education, a qualitative exploratory-descriptive study was carried out with 11 teachers with experience in supervising teaching internships for graduate students in the health area, in Santa Catarina state, using an online instrument with three open questions about the strengths, weaknesses and possibilities of the internship. The content was analyzed and interpreted by comparing it to the historical-cultural theoretical framework. The results indicated practical experience as the main potential; such as fragility, the short period of time and non-obligation. It was concluded that the possibility of qualifying the internship as a training strategy lies in its transformation into a collaborative and dialogical teaching activity for graduate students, supervisors and advisors, in a logic of initial, continued/permanent training.
publishDate 2023
dc.date.none.fl_str_mv 2023-08-01
dc.type.driver.fl_str_mv info:eu-repo/semantics/article
info:eu-repo/semantics/publishedVersion
Avaliado pelos Pares
format article
status_str publishedVersion
dc.identifier.uri.fl_str_mv https://www.revistas.uneb.br/index.php/faeeba/article/view/16819
10.21879/faeeba2358-0194.2023.v32.n71.p219-236
url https://www.revistas.uneb.br/index.php/faeeba/article/view/16819
identifier_str_mv 10.21879/faeeba2358-0194.2023.v32.n71.p219-236
dc.language.iso.fl_str_mv por
language por
dc.relation.none.fl_str_mv https://www.revistas.uneb.br/index.php/faeeba/article/view/16819/11942
dc.rights.driver.fl_str_mv Copyright (c) 2023 Carla Rosane Paz Arruda Teo, Solange Maria Alves
http://creativecommons.org/licenses/by-nc/4.0
info:eu-repo/semantics/openAccess
rights_invalid_str_mv Copyright (c) 2023 Carla Rosane Paz Arruda Teo, Solange Maria Alves
http://creativecommons.org/licenses/by-nc/4.0
eu_rights_str_mv openAccess
dc.format.none.fl_str_mv application/pdf
dc.publisher.none.fl_str_mv UNEB
publisher.none.fl_str_mv UNEB
dc.source.none.fl_str_mv Revista da FAEEBA - Educação e Contemporaneidade; v. 32 n. 71 (2023): Educação e Aprendizagem da Docência; 219-236
2358-0194
0104-7043
10.21879/faeeba2358-0194.v32.n71
reponame:Revista da FAEEBA (Online)
instname:Universidade do Estado da Bahia (UNEB)
instacron:UNEB
instname_str Universidade do Estado da Bahia (UNEB)
instacron_str UNEB
institution UNEB
reponame_str Revista da FAEEBA (Online)
collection Revista da FAEEBA (Online)
repository.name.fl_str_mv Revista da FAEEBA (Online) - Universidade do Estado da Bahia (UNEB)
repository.mail.fl_str_mv revistadafaeeba.uneb@gmail.com||esclementino@uol.com.br|| fialho2021@gmail.com|| mauraiclea@gmail.com||refaeeba.dedc1@listas.uneb.br
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dc.identifier.doi.none.fl_str_mv 10.21879/faeeba2358-0194.2023.v32.n71.p219-236

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