Teaching in higher education: which knowledges to mobilize to train teachers?

Detalhes bibliográficos
Autor(a) principal: Fialho , Lia Machado Fiuza
Data de Publicação: 2023
Outros Autores: França, Maria do Socorro Lima Marques, Nascimento, Vanusa Neves
Tipo de documento: Artigo
Idioma: por
eng
Título da fonte: Pro-Posições (Online)
Texto Completo: https://periodicos.sbu.unicamp.br/ojs/index.php/proposic/article/view/8675444
Resumo: This article analized some teaching knowledges in order to understand which of them are mobilized by the pedagogical practice in higher education, since they are considered essential for teacher training in undergraduate programs. A qualitative study was conducted, whose data, collected with an online questionnaire answered by 25 professors of undergraduate programs at the School of Education of Crateús of the State University of Ceará, were processed by the IRaMuTeQ software and interpreted considering analytical prescriptions from Bardin. The results inferred that, respectively, the knowledges considered most important are: pedagogical knowledge, political knowledge, technical-professional knowledge, and practical knowledge. They were analyzed considering the four emerging categories: implementation of teaching knowledge; teaching knowledge in face of the challenges of the teacher’s work; relevance of teaching knowledge; and acquisition and development of teaching knowledge. In conclusion, teaching knowledge, in its plurality, in order to enhance the educational praxis, must be fostered from the initial training, being improved continuously.
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spelling Teaching in higher education: which knowledges to mobilize to train teachers?La docencia en la Educación superior: ¿qué conocimientos movilizar para formar docentes?Docência no ensino superior: quais saberes mobilizar para formar professores?Formación de profesoresGraduaciónSaber didácticoPraxis educativaPráctica pedagógicaFormação de professoresLicenciaturaSaberes docentesPráxis educativaPrática pedagógicaTeacher trainingUndergraduate programTeaching knowledgeEducational praxisPedagogical practiceThis article analized some teaching knowledges in order to understand which of them are mobilized by the pedagogical practice in higher education, since they are considered essential for teacher training in undergraduate programs. A qualitative study was conducted, whose data, collected with an online questionnaire answered by 25 professors of undergraduate programs at the School of Education of Crateús of the State University of Ceará, were processed by the IRaMuTeQ software and interpreted considering analytical prescriptions from Bardin. The results inferred that, respectively, the knowledges considered most important are: pedagogical knowledge, political knowledge, technical-professional knowledge, and practical knowledge. They were analyzed considering the four emerging categories: implementation of teaching knowledge; teaching knowledge in face of the challenges of the teacher’s work; relevance of teaching knowledge; and acquisition and development of teaching knowledge. In conclusion, teaching knowledge, in its plurality, in order to enhance the educational praxis, must be fostered from the initial training, being improved continuously.En este artículo se analizaron algunos conocimientos docentes con el objetivo de comprender cuáles de ellos son movilizados por la práctica pedagógica en la educación superior, ya que se consideran esenciales para la formación de docentes en cursos de graduación. Se realizó un estudio con enfoque cualitativo, cuyos datos, recolectados a través de un cuestionario en línea respondido por 25 profesores de los cursos de graduación de la Facultad de Educación de Crateús de la Universidad Estadual de Ceará, fueron procesados por el software Iramuteq e interpretados a la luz de prescripciones analíticas de Bardin. Los resultados infieren que, respectivamente, los saberes considerados más importantes son: saber pedagógico, saber político, saber técnico-profesional y saber práctico. Fueron analizados considerando las cuatro categorías emergentes: aplicación de saberes didácticos; saberes didácticos frente a los desafíos del trabajo docente; pertinencia de los saberes docentes; y adquisición y desarrollo de los conocimientos didácticos. Se concluyó que el saber de la enseñanza, en su pluralidad, para cualificar la praxis educativa, debe ser fomentado desde la formación inicial, perfeccionándose continuamente.Neste artigo, analisou-se saberes da docência, a fim de compreender quais deles são mobilizados na prática pedagógica no ensino superior, por serem considerados essenciais para a formação de professores em cursos de licenciatura. Produziu-se um estudo de abordagem qualitativa, cujos dados, coletados mediante um questionário on-line respondido por 25 professores dos cursos de licenciatura da Faculdade de Educação de Crateús da Universidade Estadual do Ceará, foram processados pelo software Iramuteq e interpretados à luz das prescrições analíticas de Bardin. Os resultados inferiram que, respectivamente, os saberes considerados mais importantes são: o conhecimento pedagógico, o conhecimento político, o conhecimento técnico-profissional e o conhecimento prático. Eles foram analisados levando em conta as quatro categorias emergentes: implementação dos saberes da docência; saberes da docência frente aos desafios do trabalho do professor; relevância dos saberes da docência; e aquisição e desenvolvimento dos saberes da docência. Concluiu-se que os saberes da docência, em sua pluralidade, para qualificar a práxis educativa, devem ser incentivados desde a formação inicial, aperfeiçoando-se continuamente.Universidade Estadual de Campinas2023-11-17info:eu-repo/semantics/articleinfo:eu-repo/semantics/publishedVersionTextoTextoinfo:eu-repo/semantics/otherhttps://periodicos.sbu.unicamp.br/ojs/index.php/proposic/article/view/8675444Pro-Posições; Vol. 34 (2023): Publicação Contínua; e20220044Pro-Posições; Vol. 34 (2023): Publicação Contínua; e20220044Pro-Posições; v. 34 (2023): Publicação Contínua; e202200441980-6248reponame:Pro-Posições (Online)instname:Universidade Estadual de Campinas (UNICAMP)instacron:UNICAMPporenghttps://periodicos.sbu.unicamp.br/ojs/index.php/proposic/article/view/8675444/33359https://periodicos.sbu.unicamp.br/ojs/index.php/proposic/article/view/8675444/33360Brazil, ContemporaryBrasil; ContemporáneoBrasil; ContemporâneoCopyright (c) 2023 Pro-Posiçõeshttps://creativecommons.org/licenses/by-nc/4.0info:eu-repo/semantics/openAccessFialho , Lia Machado FiuzaFrança, Maria do Socorro Lima MarquesNascimento, Vanusa Neves2024-01-08T18:13:46Zoai:ojs.periodicos.sbu.unicamp.br:article/8675444Revistahttps://periodicos.sbu.unicamp.br/ojs/index.php/proposicPUBhttps://periodicos.sbu.unicamp.br/ojs/index.php/proposic/oai||proposic@unicamp.br1980-62480103-7307opendoar:2024-01-08T18:13:46Pro-Posições (Online) - Universidade Estadual de Campinas (UNICAMP)false
dc.title.none.fl_str_mv Teaching in higher education: which knowledges to mobilize to train teachers?
La docencia en la Educación superior: ¿qué conocimientos movilizar para formar docentes?
Docência no ensino superior: quais saberes mobilizar para formar professores?
title Teaching in higher education: which knowledges to mobilize to train teachers?
spellingShingle Teaching in higher education: which knowledges to mobilize to train teachers?
Fialho , Lia Machado Fiuza
Formación de profesores
Graduación
Saber didáctico
Praxis educativa
Práctica pedagógica
Formação de professores
Licenciatura
Saberes docentes
Práxis educativa
Prática pedagógica
Teacher training
Undergraduate program
Teaching knowledge
Educational praxis
Pedagogical practice
title_short Teaching in higher education: which knowledges to mobilize to train teachers?
title_full Teaching in higher education: which knowledges to mobilize to train teachers?
title_fullStr Teaching in higher education: which knowledges to mobilize to train teachers?
title_full_unstemmed Teaching in higher education: which knowledges to mobilize to train teachers?
title_sort Teaching in higher education: which knowledges to mobilize to train teachers?
author Fialho , Lia Machado Fiuza
author_facet Fialho , Lia Machado Fiuza
França, Maria do Socorro Lima Marques
Nascimento, Vanusa Neves
author_role author
author2 França, Maria do Socorro Lima Marques
Nascimento, Vanusa Neves
author2_role author
author
dc.contributor.author.fl_str_mv Fialho , Lia Machado Fiuza
França, Maria do Socorro Lima Marques
Nascimento, Vanusa Neves
dc.subject.por.fl_str_mv Formación de profesores
Graduación
Saber didáctico
Praxis educativa
Práctica pedagógica
Formação de professores
Licenciatura
Saberes docentes
Práxis educativa
Prática pedagógica
Teacher training
Undergraduate program
Teaching knowledge
Educational praxis
Pedagogical practice
topic Formación de profesores
Graduación
Saber didáctico
Praxis educativa
Práctica pedagógica
Formação de professores
Licenciatura
Saberes docentes
Práxis educativa
Prática pedagógica
Teacher training
Undergraduate program
Teaching knowledge
Educational praxis
Pedagogical practice
description This article analized some teaching knowledges in order to understand which of them are mobilized by the pedagogical practice in higher education, since they are considered essential for teacher training in undergraduate programs. A qualitative study was conducted, whose data, collected with an online questionnaire answered by 25 professors of undergraduate programs at the School of Education of Crateús of the State University of Ceará, were processed by the IRaMuTeQ software and interpreted considering analytical prescriptions from Bardin. The results inferred that, respectively, the knowledges considered most important are: pedagogical knowledge, political knowledge, technical-professional knowledge, and practical knowledge. They were analyzed considering the four emerging categories: implementation of teaching knowledge; teaching knowledge in face of the challenges of the teacher’s work; relevance of teaching knowledge; and acquisition and development of teaching knowledge. In conclusion, teaching knowledge, in its plurality, in order to enhance the educational praxis, must be fostered from the initial training, being improved continuously.
publishDate 2023
dc.date.none.fl_str_mv 2023-11-17
dc.type.driver.fl_str_mv info:eu-repo/semantics/article
info:eu-repo/semantics/publishedVersion
Texto
Texto
info:eu-repo/semantics/other
format article
status_str publishedVersion
dc.identifier.uri.fl_str_mv https://periodicos.sbu.unicamp.br/ojs/index.php/proposic/article/view/8675444
url https://periodicos.sbu.unicamp.br/ojs/index.php/proposic/article/view/8675444
dc.language.iso.fl_str_mv por
eng
language por
eng
dc.relation.none.fl_str_mv https://periodicos.sbu.unicamp.br/ojs/index.php/proposic/article/view/8675444/33359
https://periodicos.sbu.unicamp.br/ojs/index.php/proposic/article/view/8675444/33360
dc.rights.driver.fl_str_mv Copyright (c) 2023 Pro-Posições
https://creativecommons.org/licenses/by-nc/4.0
info:eu-repo/semantics/openAccess
rights_invalid_str_mv Copyright (c) 2023 Pro-Posições
https://creativecommons.org/licenses/by-nc/4.0
eu_rights_str_mv openAccess
dc.coverage.none.fl_str_mv Brazil, Contemporary
Brasil; Contemporáneo
Brasil; Contemporâneo
dc.publisher.none.fl_str_mv Universidade Estadual de Campinas
publisher.none.fl_str_mv Universidade Estadual de Campinas
dc.source.none.fl_str_mv Pro-Posições; Vol. 34 (2023): Publicação Contínua; e20220044
Pro-Posições; Vol. 34 (2023): Publicação Contínua; e20220044
Pro-Posições; v. 34 (2023): Publicação Contínua; e20220044
1980-6248
reponame:Pro-Posições (Online)
instname:Universidade Estadual de Campinas (UNICAMP)
instacron:UNICAMP
instname_str Universidade Estadual de Campinas (UNICAMP)
instacron_str UNICAMP
institution UNICAMP
reponame_str Pro-Posições (Online)
collection Pro-Posições (Online)
repository.name.fl_str_mv Pro-Posições (Online) - Universidade Estadual de Campinas (UNICAMP)
repository.mail.fl_str_mv ||proposic@unicamp.br
_version_ 1800217190560956416

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