The ‘being” and “doing” teaching in higher education in Carl Rogers legacy perspective

Detalhes bibliográficos
Autor(a) principal: Sobreira, Michelle do Carmo
Data de Publicação: 2016
Outros Autores: Tassigny, Mônica Mota, Bizarria, Fabiana Pinto de Almeida
Tipo de documento: Artigo
Idioma: por
Título da fonte: Revista Educação Ciência e Cultura
Texto Completo: https://revistas.unilasalle.edu.br/index.php/Educacao/article/view/2236-6377.16.27
Resumo: It is still common to find those in the teaching staff whose pedagogical practices are conservative, working with traditional perspective of reproduction of knowledge. In the past, Rogers (1972) has developed a list of 10 implicit assumptions in the educational programs were considered to be paradigms, which were supposed to be combated. Thus, this article aims to identify whether the current higher education teachers still believe in those assumptions. Therefore, it was carried out the field a research of exploratory nature, applied to 40 teachers of higher education. Furthermore, it was compared the teacher view according to the experience time; and the teachers' vision with the students' vision.
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spelling The ‘being” and “doing” teaching in higher education in Carl Rogers legacy perspectiveO “ser” e o “fazer” docente no Ensino Superior na perspectiva do legado de Carl RogersHigher Education; Teaching Practice; Carl Rogers; Implicit Assumptions.Ensino Superior; Prática Docente; Carl Rogers; Pressupostos Implícitos.It is still common to find those in the teaching staff whose pedagogical practices are conservative, working with traditional perspective of reproduction of knowledge. In the past, Rogers (1972) has developed a list of 10 implicit assumptions in the educational programs were considered to be paradigms, which were supposed to be combated. Thus, this article aims to identify whether the current higher education teachers still believe in those assumptions. Therefore, it was carried out the field a research of exploratory nature, applied to 40 teachers of higher education. Furthermore, it was compared the teacher view according to the experience time; and the teachers' vision with the students' vision.Ainda é comum encontrar docentes do ensino superior cujas práticas pedagógicas são conservadoras, trabalhando segundo a perspectiva tradicional de reprodução do conhecimento. No passado, Rogers (1972) elaborou uma lista com 10 pressupostos implícitos considerados paradigmas nos programas educacionais que deveriam ser combatidos. Assim, este artigo visa a identificar se os atuais professores de ensino superior ainda acreditam nesses pressupostos. Para tanto, realizou-se pesquisa de campo e exploratória aplicada a 40 docentes do ensino superior. Além disso, comparou-se a visão de professores de acordo com o tempo de experiência e a visão de professores com a dos alunos.Universidade LaSalle - Unilasalle CanoasSobreira, Michelle do CarmoTassigny, Mônica MotaBizarria, Fabiana Pinto de Almeida2016-06-30info:eu-repo/semantics/articleinfo:eu-repo/semantics/publishedVersionapplication/pdfhttps://revistas.unilasalle.edu.br/index.php/Educacao/article/view/2236-6377.16.2710.18316/2236-6377.16.27Educação, Ciência e Cultura; v. 21, n. 1 (2016); p. 117-1372236-6377reponame:Revista Educação Ciência e Culturainstname:Universidade La Salle (UNILASALLE)instacron:UNILASALLEporhttps://revistas.unilasalle.edu.br/index.php/Educacao/article/view/2236-6377.16.27/pdfinfo:eu-repo/semantics/openAccess2017-08-04T19:27:58Zoai:ojs.revistas.unilasalle.edu.br:article/2883Revistahttps://revistas.unilasalle.edu.br/index.php/Educacao/indexONGhttps://revistas.unilasalle.edu.br/index.php/Educacao/oairevistas@unilasalle.edu.br||revista.educacao@unilasalle.edu.br2236-63772238-7293opendoar:2017-08-04T19:27:58Revista Educação Ciência e Cultura - Universidade La Salle (UNILASALLE)false
dc.title.none.fl_str_mv The ‘being” and “doing” teaching in higher education in Carl Rogers legacy perspective
O “ser” e o “fazer” docente no Ensino Superior na perspectiva do legado de Carl Rogers
title The ‘being” and “doing” teaching in higher education in Carl Rogers legacy perspective
spellingShingle The ‘being” and “doing” teaching in higher education in Carl Rogers legacy perspective
Sobreira, Michelle do Carmo
Higher Education; Teaching Practice; Carl Rogers; Implicit Assumptions.
Ensino Superior; Prática Docente; Carl Rogers; Pressupostos Implícitos.
title_short The ‘being” and “doing” teaching in higher education in Carl Rogers legacy perspective
title_full The ‘being” and “doing” teaching in higher education in Carl Rogers legacy perspective
title_fullStr The ‘being” and “doing” teaching in higher education in Carl Rogers legacy perspective
title_full_unstemmed The ‘being” and “doing” teaching in higher education in Carl Rogers legacy perspective
title_sort The ‘being” and “doing” teaching in higher education in Carl Rogers legacy perspective
author Sobreira, Michelle do Carmo
author_facet Sobreira, Michelle do Carmo
Tassigny, Mônica Mota
Bizarria, Fabiana Pinto de Almeida
author_role author
author2 Tassigny, Mônica Mota
Bizarria, Fabiana Pinto de Almeida
author2_role author
author
dc.contributor.none.fl_str_mv

dc.contributor.author.fl_str_mv Sobreira, Michelle do Carmo
Tassigny, Mônica Mota
Bizarria, Fabiana Pinto de Almeida
dc.subject.none.fl_str_mv

dc.subject.por.fl_str_mv Higher Education; Teaching Practice; Carl Rogers; Implicit Assumptions.
Ensino Superior; Prática Docente; Carl Rogers; Pressupostos Implícitos.
topic Higher Education; Teaching Practice; Carl Rogers; Implicit Assumptions.
Ensino Superior; Prática Docente; Carl Rogers; Pressupostos Implícitos.
description It is still common to find those in the teaching staff whose pedagogical practices are conservative, working with traditional perspective of reproduction of knowledge. In the past, Rogers (1972) has developed a list of 10 implicit assumptions in the educational programs were considered to be paradigms, which were supposed to be combated. Thus, this article aims to identify whether the current higher education teachers still believe in those assumptions. Therefore, it was carried out the field a research of exploratory nature, applied to 40 teachers of higher education. Furthermore, it was compared the teacher view according to the experience time; and the teachers' vision with the students' vision.
publishDate 2016
dc.date.none.fl_str_mv 2016-06-30
dc.type.none.fl_str_mv

dc.type.driver.fl_str_mv info:eu-repo/semantics/article
info:eu-repo/semantics/publishedVersion
format article
status_str publishedVersion
dc.identifier.uri.fl_str_mv https://revistas.unilasalle.edu.br/index.php/Educacao/article/view/2236-6377.16.27
10.18316/2236-6377.16.27
url https://revistas.unilasalle.edu.br/index.php/Educacao/article/view/2236-6377.16.27
identifier_str_mv 10.18316/2236-6377.16.27
dc.language.iso.fl_str_mv por
language por
dc.relation.none.fl_str_mv https://revistas.unilasalle.edu.br/index.php/Educacao/article/view/2236-6377.16.27/pdf
dc.rights.driver.fl_str_mv info:eu-repo/semantics/openAccess
eu_rights_str_mv openAccess
dc.format.none.fl_str_mv application/pdf
dc.publisher.none.fl_str_mv Universidade LaSalle - Unilasalle Canoas
publisher.none.fl_str_mv Universidade LaSalle - Unilasalle Canoas
dc.source.none.fl_str_mv Educação, Ciência e Cultura; v. 21, n. 1 (2016); p. 117-137
2236-6377
reponame:Revista Educação Ciência e Cultura
instname:Universidade La Salle (UNILASALLE)
instacron:UNILASALLE
instname_str Universidade La Salle (UNILASALLE)
instacron_str UNILASALLE
institution UNILASALLE
reponame_str Revista Educação Ciência e Cultura
collection Revista Educação Ciência e Cultura
repository.name.fl_str_mv Revista Educação Ciência e Cultura - Universidade La Salle (UNILASALLE)
repository.mail.fl_str_mv revistas@unilasalle.edu.br||revista.educacao@unilasalle.edu.br
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