Formação pedagógica nos programas de pós-graduação stricto sensu da Unioeste/campus Cascavel-PR: um estudo sobre o estágio de docência.
Autor(a) principal: | |
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Data de Publicação: | 2019 |
Tipo de documento: | Dissertação |
Idioma: | por |
Título da fonte: | Biblioteca Digital de Teses e Dissertações do UNIOESTE |
Texto Completo: | http://tede.unioeste.br/handle/tede/4614 |
Resumo: | The Teaching Internship can be an integral part of graduate education and aims to prepare students for university teaching, while also contributing to the qualification of undergraduate education. It is mandatory for all fellows of the Social Demand Program, thus regulating CAPES. Given this context, some questions prompted us to conduct the study on this theme. The research sought to understand how has been the operationalization of the Teaching Internship in Unioeste stricto sensu programs and unveil the conception of teaching that they adopt. From this perspective, we sought to know qualitatively the institutional organization of the teaching internship in Unioeste's stricto sensu programs; understand the formative impact of the teaching stage from the perception of the graduate students of the institution; to know the students' difficulties to accomplish the internship and to promote discussions that can increase the actions performed in the internship and to give pedagogical support to the practices from the understandings established by the research. The study is characterized as bibliographic and field research. The researched subjects were the postgraduate students of the Stricto sensu Graduate Programs of Unioeste / campus of Cascavel - PR, who experienced the teaching internship in 2015, 2016 and 2017 and were consulted through questionnaires. The data produced from the sixty questionnaires were systematized and analyzed through the content analysis of Bardin (2011). Still, the data were analyzed in the light of the conceptions of university teaching and the formation of the teacher of Higher Education; the teaching knowledge necessary for educational practice; stricto sensu Postgraduate Studies and the pedagogical training of university professors and, consequently, the teaching stage as a time and space for postgraduate education, in view of what has been discussed by Masetto (2003), Nóvoa (2010), Zabalza (2014), Tardif (2012), Cunha (2010), Pimenta and Almeida (2014) among others. The results allow us to consider that the Teaching Internship in the Postgraduate Programs at Unioeste proved to be a significant and formative experience, however, they have weaknesses regarding the structuring, organization and consolidation that makes it a space for meaningful learning for teaching. that is, it is not possible to conceive of this internship moment as an effective pedagogical formation. |
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Bastos , Carmen Celia Barradas Correiahttp://lattes.cnpq.br/1723065289200115Santos , Wanda Terezinha Pacheco doshttp://lattes.cnpq.br/8338007645962270Schroeder , Tânia Maria Rechiahttp://lattes.cnpq.br/5605834926513023Estrada , Adrian Alvarezhttp://lattes.cnpq.br/3923063914496775http://lattes.cnpq.br/8848868919772801Ribeiro, Mayara Fabriny de Barros Silva2020-01-09T13:41:39Z2019-09-06RIBEIRO, Mayara Fabriny de Barros Silva. Formação pedagógica nos programas de pós-graduação stricto sensu da Unioeste/campus Cascavel-PR: um estudo sobre o estágio de docência.. 2019. 110 f. Dissertação( Mestrado em Educação) - Universidade Estadual do Oeste do Paraná, Cascavel, 2019.http://tede.unioeste.br/handle/tede/4614The Teaching Internship can be an integral part of graduate education and aims to prepare students for university teaching, while also contributing to the qualification of undergraduate education. It is mandatory for all fellows of the Social Demand Program, thus regulating CAPES. Given this context, some questions prompted us to conduct the study on this theme. The research sought to understand how has been the operationalization of the Teaching Internship in Unioeste stricto sensu programs and unveil the conception of teaching that they adopt. From this perspective, we sought to know qualitatively the institutional organization of the teaching internship in Unioeste's stricto sensu programs; understand the formative impact of the teaching stage from the perception of the graduate students of the institution; to know the students' difficulties to accomplish the internship and to promote discussions that can increase the actions performed in the internship and to give pedagogical support to the practices from the understandings established by the research. The study is characterized as bibliographic and field research. The researched subjects were the postgraduate students of the Stricto sensu Graduate Programs of Unioeste / campus of Cascavel - PR, who experienced the teaching internship in 2015, 2016 and 2017 and were consulted through questionnaires. The data produced from the sixty questionnaires were systematized and analyzed through the content analysis of Bardin (2011). Still, the data were analyzed in the light of the conceptions of university teaching and the formation of the teacher of Higher Education; the teaching knowledge necessary for educational practice; stricto sensu Postgraduate Studies and the pedagogical training of university professors and, consequently, the teaching stage as a time and space for postgraduate education, in view of what has been discussed by Masetto (2003), Nóvoa (2010), Zabalza (2014), Tardif (2012), Cunha (2010), Pimenta and Almeida (2014) among others. The results allow us to consider that the Teaching Internship in the Postgraduate Programs at Unioeste proved to be a significant and formative experience, however, they have weaknesses regarding the structuring, organization and consolidation that makes it a space for meaningful learning for teaching. that is, it is not possible to conceive of this internship moment as an effective pedagogical formation.O Estágio de Docência pode ser parte integrante da formação do pós-graduando e tem por objetivo preparar o discente para a docência universitária, ao tempo que também contribui para a qualificação do ensino de graduação. É obrigatório para todos os bolsistas do Programa de Demanda Social, assim regulamenta a CAPES. Diante desse contexto, alguns questionamentos nos impulsionaram para realização do estudo sobre essa temática. A pesquisa buscou compreender como tem sido a operacionalização do Estágio de Docência nos programas stricto sensu da Unioeste e desvelar qual a concepção de docência que adotam. Nessa perspectiva, buscamos conhecer qualitativamente a organização institucional do estágio de docência nos programas stricto sensu da Unioeste; compreender o impacto formativo do estágio de docência a partir da percepção dos pós-graduandos da Instituição; conhecer as dificuldades dos alunos para cumprirem o estágio e promover discussões que possam incrementar as ações realizadas no estágio e dar suporte pedagógico às práticas a partir das compreensões estabelecidas pela pesquisa. O estudo caracteriza-se como pesquisa bibliográfica e de campo. Os sujeitos pesquisados foram os pós-graduandos dos Programas de Pós-Graduação stricto sensu da Unioeste/ campus de Cascavel – PR, que realizaram o estágio de docência nos anos 2015, 2016 e 2017 e foram consultados por meio de questionários. Os dados produzidos a partir dos sessenta questionários foram sistematizados e analisados por meio da análise de conteúdo de Bardin (2011). Ainda, os dados foram analisados à luz das concepções de docência universitária e a formação do professor da Educação Superior; os saberes docentes necessários a prática educativa; a Pós-Graduação stricto sensu e a formação pedagógica dos professores universitários e, por conseguinte, o estágio de docência como tempo e espaço de formação na pós-graduação, diante do que vem sendo discutido por Masetto (2003), Nóvoa (2010), Zabalza (2014), Tardif (2012), Cunha (2010), Pimenta e Almeida (2014) entre outros. Os resultados nos permitem considerar que o Estágio de Docência nos Programas de pós-graduação na Unioeste mostrou-se uma experiência significativa e formativa, entretanto, apresentam fragilidades quanto à estruturação, organização e consolidação que o evidencie como um espaço de aprendizagem significativa para a docência universitária, ou seja, não é possível conceber este momento de estágio como uma formação pedagógica efetiva.Submitted by Edineia Teixeira (edineia.teixeira@unioeste.br) on 2020-01-09T13:41:39Z No. of bitstreams: 2 Mayara_Ribeiro_2019.pdf: 1143494 bytes, checksum: a91c0291a5af07098b2585e242c82aa1 (MD5) license_rdf: 0 bytes, checksum: d41d8cd98f00b204e9800998ecf8427e (MD5)Made available in DSpace on 2020-01-09T13:41:39Z (GMT). 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dc.title.por.fl_str_mv |
Formação pedagógica nos programas de pós-graduação stricto sensu da Unioeste/campus Cascavel-PR: um estudo sobre o estágio de docência. |
dc.title.alternative.eng.fl_str_mv |
Pedagogical training in the stricto sensu graduate programs of Unioeste / campus Cascavel-PR: a study about the teaching internship |
title |
Formação pedagógica nos programas de pós-graduação stricto sensu da Unioeste/campus Cascavel-PR: um estudo sobre o estágio de docência. |
spellingShingle |
Formação pedagógica nos programas de pós-graduação stricto sensu da Unioeste/campus Cascavel-PR: um estudo sobre o estágio de docência. Ribeiro, Mayara Fabriny de Barros Silva Docência Universitária Educação Superior Pós-Graduação University Teaching College education Postgraduate studies CIENCIAS HUMANAS::EDUCACAO |
title_short |
Formação pedagógica nos programas de pós-graduação stricto sensu da Unioeste/campus Cascavel-PR: um estudo sobre o estágio de docência. |
title_full |
Formação pedagógica nos programas de pós-graduação stricto sensu da Unioeste/campus Cascavel-PR: um estudo sobre o estágio de docência. |
title_fullStr |
Formação pedagógica nos programas de pós-graduação stricto sensu da Unioeste/campus Cascavel-PR: um estudo sobre o estágio de docência. |
title_full_unstemmed |
Formação pedagógica nos programas de pós-graduação stricto sensu da Unioeste/campus Cascavel-PR: um estudo sobre o estágio de docência. |
title_sort |
Formação pedagógica nos programas de pós-graduação stricto sensu da Unioeste/campus Cascavel-PR: um estudo sobre o estágio de docência. |
author |
Ribeiro, Mayara Fabriny de Barros Silva |
author_facet |
Ribeiro, Mayara Fabriny de Barros Silva |
author_role |
author |
dc.contributor.advisor1.fl_str_mv |
Bastos , Carmen Celia Barradas Correia |
dc.contributor.advisor1Lattes.fl_str_mv |
http://lattes.cnpq.br/1723065289200115 |
dc.contributor.referee1.fl_str_mv |
Santos , Wanda Terezinha Pacheco dos |
dc.contributor.referee1Lattes.fl_str_mv |
http://lattes.cnpq.br/8338007645962270 |
dc.contributor.referee2.fl_str_mv |
Schroeder , Tânia Maria Rechia |
dc.contributor.referee2Lattes.fl_str_mv |
http://lattes.cnpq.br/5605834926513023 |
dc.contributor.referee3.fl_str_mv |
Estrada , Adrian Alvarez |
dc.contributor.referee3Lattes.fl_str_mv |
http://lattes.cnpq.br/3923063914496775 |
dc.contributor.authorLattes.fl_str_mv |
http://lattes.cnpq.br/8848868919772801 |
dc.contributor.author.fl_str_mv |
Ribeiro, Mayara Fabriny de Barros Silva |
contributor_str_mv |
Bastos , Carmen Celia Barradas Correia Santos , Wanda Terezinha Pacheco dos Schroeder , Tânia Maria Rechia Estrada , Adrian Alvarez |
dc.subject.por.fl_str_mv |
Docência Universitária Educação Superior Pós-Graduação |
topic |
Docência Universitária Educação Superior Pós-Graduação University Teaching College education Postgraduate studies CIENCIAS HUMANAS::EDUCACAO |
dc.subject.eng.fl_str_mv |
University Teaching College education Postgraduate studies |
dc.subject.cnpq.fl_str_mv |
CIENCIAS HUMANAS::EDUCACAO |
description |
The Teaching Internship can be an integral part of graduate education and aims to prepare students for university teaching, while also contributing to the qualification of undergraduate education. It is mandatory for all fellows of the Social Demand Program, thus regulating CAPES. Given this context, some questions prompted us to conduct the study on this theme. The research sought to understand how has been the operationalization of the Teaching Internship in Unioeste stricto sensu programs and unveil the conception of teaching that they adopt. From this perspective, we sought to know qualitatively the institutional organization of the teaching internship in Unioeste's stricto sensu programs; understand the formative impact of the teaching stage from the perception of the graduate students of the institution; to know the students' difficulties to accomplish the internship and to promote discussions that can increase the actions performed in the internship and to give pedagogical support to the practices from the understandings established by the research. The study is characterized as bibliographic and field research. The researched subjects were the postgraduate students of the Stricto sensu Graduate Programs of Unioeste / campus of Cascavel - PR, who experienced the teaching internship in 2015, 2016 and 2017 and were consulted through questionnaires. The data produced from the sixty questionnaires were systematized and analyzed through the content analysis of Bardin (2011). Still, the data were analyzed in the light of the conceptions of university teaching and the formation of the teacher of Higher Education; the teaching knowledge necessary for educational practice; stricto sensu Postgraduate Studies and the pedagogical training of university professors and, consequently, the teaching stage as a time and space for postgraduate education, in view of what has been discussed by Masetto (2003), Nóvoa (2010), Zabalza (2014), Tardif (2012), Cunha (2010), Pimenta and Almeida (2014) among others. The results allow us to consider that the Teaching Internship in the Postgraduate Programs at Unioeste proved to be a significant and formative experience, however, they have weaknesses regarding the structuring, organization and consolidation that makes it a space for meaningful learning for teaching. that is, it is not possible to conceive of this internship moment as an effective pedagogical formation. |
publishDate |
2019 |
dc.date.issued.fl_str_mv |
2019-09-06 |
dc.date.accessioned.fl_str_mv |
2020-01-09T13:41:39Z |
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.citation.fl_str_mv |
RIBEIRO, Mayara Fabriny de Barros Silva. Formação pedagógica nos programas de pós-graduação stricto sensu da Unioeste/campus Cascavel-PR: um estudo sobre o estágio de docência.. 2019. 110 f. Dissertação( Mestrado em Educação) - Universidade Estadual do Oeste do Paraná, Cascavel, 2019. |
dc.identifier.uri.fl_str_mv |
http://tede.unioeste.br/handle/tede/4614 |
identifier_str_mv |
RIBEIRO, Mayara Fabriny de Barros Silva. Formação pedagógica nos programas de pós-graduação stricto sensu da Unioeste/campus Cascavel-PR: um estudo sobre o estágio de docência.. 2019. 110 f. Dissertação( Mestrado em Educação) - Universidade Estadual do Oeste do Paraná, Cascavel, 2019. |
url |
http://tede.unioeste.br/handle/tede/4614 |
dc.language.iso.fl_str_mv |
por |
language |
por |
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600 600 600 |
dc.relation.department.fl_str_mv |
6678066452762177366 |
dc.relation.cnpq.fl_str_mv |
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http://creativecommons.org/licenses/by/4.0/ info:eu-repo/semantics/openAccess |
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http://creativecommons.org/licenses/by/4.0/ |
eu_rights_str_mv |
openAccess |
dc.format.none.fl_str_mv |
application/pdf |
dc.publisher.none.fl_str_mv |
Universidade Estadual do Oeste do Paraná Cascavel |
dc.publisher.program.fl_str_mv |
Programa de Pós-Graduação em Educação |
dc.publisher.initials.fl_str_mv |
UNIOESTE |
dc.publisher.country.fl_str_mv |
Brasil |
dc.publisher.department.fl_str_mv |
Centro de Educação, Comunicação e Artes |
publisher.none.fl_str_mv |
Universidade Estadual do Oeste do Paraná Cascavel |
dc.source.none.fl_str_mv |
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