Formação continuada de docentes do ensino superior no Brasil: realidades e perspectivas

Detalhes bibliográficos
Autor(a) principal: Gomes, Évora Nirvana
Data de Publicação: 2020
Tipo de documento: Dissertação
Idioma: por
Título da fonte: Biblioteca de teses e dissertações da Universidade de Passo Fundo (BDTD UPF)
Texto Completo: http://tede.upf.br:8080/jspui/handle/tede/1987
Resumo: The central theme of this research concerns the recurrent education of higher education teachers and the problematics implicating the abscence or precarity of politics of such training at this level of education. The main objetive of this work is to comprehend how the recurrent education for higher education teachers takes place from a document analysis and a review about selected works on annals from the last three nacional ANPED events. This research was guided by the question: How is the recurrent edcuation of higher education teachers described and how does it take place according to works presented at the 37th, 38th and 39th ANPED national meetings? Authors like Enguita (2004), Pimenta (2011), Cunha (2006) and Almeida (2012), among others, are part of the theoretical framework of the study. The relevance of this study is based around the recognition of higher education as parent to future professors and professionals that occupy different places in society and in the search to understand how the HEI (Higher education institutions) are able to make recurrent education possible in a appropriate way for professionals. It’s relevance also resides on the need to broaden the perspective around the structuring of recurrent education and it’s repercussion on teaching activity. The dissertation is organized as follows: in the first chapter the concept of recurrent education and the difference between titulation and professional development are discussed; in the second chapter, continuing teacher education is addressed from the perspective of national and international normative documents, as well as part of the educational legislation; then, in the third chapter, the perspective of development found in the selected works of the 37th, 38th and 39th national meetings of the ANPED is presented. As a resust of this study, the following indicators are found: researches upon the recurrent education on higher education levels still need further study; there is a lack of well-structered policies that can extend the pedagogical preparation of the professionals acting in higher education; there is a certain consensus in the analysed studies that the legislative omission obscures the recurring education methods and transfers the responsability to the scope of the HEI’s; and there is not yet; on the part of the institutions, any paramether established for the training, because the common goal that can be translated into becoming a better teacher takes diferente forms in face of the multiplicity of HEI’s and teaching profiles existing.
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spelling Fávero, Altair Alberto49385909053http://lattes.cnpq.br/586688137832864302894414048http://lattes.cnpq.br/5483082064815664Gomes, Évora Nirvana2021-05-05T20:34:48Z2020-08-31GOMES, Évora Nirvana. Formação continuada de docentes do ensino superior no Brasil: realidades e perspectivas. 2020. 79 f. Dissertação (Mestrado em Educação) - Universidade de Passo Fundo, Passo Fundo, RS, 2020.http://tede.upf.br:8080/jspui/handle/tede/1987The central theme of this research concerns the recurrent education of higher education teachers and the problematics implicating the abscence or precarity of politics of such training at this level of education. The main objetive of this work is to comprehend how the recurrent education for higher education teachers takes place from a document analysis and a review about selected works on annals from the last three nacional ANPED events. This research was guided by the question: How is the recurrent edcuation of higher education teachers described and how does it take place according to works presented at the 37th, 38th and 39th ANPED national meetings? Authors like Enguita (2004), Pimenta (2011), Cunha (2006) and Almeida (2012), among others, are part of the theoretical framework of the study. The relevance of this study is based around the recognition of higher education as parent to future professors and professionals that occupy different places in society and in the search to understand how the HEI (Higher education institutions) are able to make recurrent education possible in a appropriate way for professionals. It’s relevance also resides on the need to broaden the perspective around the structuring of recurrent education and it’s repercussion on teaching activity. The dissertation is organized as follows: in the first chapter the concept of recurrent education and the difference between titulation and professional development are discussed; in the second chapter, continuing teacher education is addressed from the perspective of national and international normative documents, as well as part of the educational legislation; then, in the third chapter, the perspective of development found in the selected works of the 37th, 38th and 39th national meetings of the ANPED is presented. As a resust of this study, the following indicators are found: researches upon the recurrent education on higher education levels still need further study; there is a lack of well-structered policies that can extend the pedagogical preparation of the professionals acting in higher education; there is a certain consensus in the analysed studies that the legislative omission obscures the recurring education methods and transfers the responsability to the scope of the HEI’s; and there is not yet; on the part of the institutions, any paramether established for the training, because the common goal that can be translated into becoming a better teacher takes diferente forms in face of the multiplicity of HEI’s and teaching profiles existing.O tema central da presente pesquisa concerne à formação continuada de professores do ensino superior e a problemática que envolve a ausência ou precariedade de políticas de tal formação para esse nível de ensino. O objetivo principal é compreender como acontece a formação continuada para os professores do ensino superior a partir de uma análise documental e de uma revisão em trabalhos selecionados nos anais dos três últimos eventos da ANPEd nacional. A pesquisa orientou-se pela seguinte questão: Como é caracterizada e como acontece a formação continuada para os docentes do ensino superior, segundo os trabalhos apresentados na 37ª, 38ª e 39ª reuniões da ANPED nacional? Autores como Enguita (2004), Pimenta (2011), Cunha (2006) e Almeida (2012), entre outros, são utilizados com referencial teórico para a compreensão do tema. A relevância do estudo situa-se no reconhecimento do ensino superior como local formador de futuros professores e profissionais que ocupam diferentes locais na sociedade e na busca por compreender o modo como as IES se vêem capazes de viabilizar a formação continuada de maneira adequada para os próprios profissionais. Sua relevância reside também na necessidade de ampliar perspectivas e olhares sobre a estruturação da formação continuada e sua repercussão na atividade docente. A dissertação está organizada da seguinte forma: no primeiro capítulo é problematizado o conceito de formação continuada e a diferença de titulação e formação dos professores do ensino superior; no segundo capítulo, aborda-se a formação docente continuada pela perspectiva de documentos normativos nacionais e internacionais, bem como em parte da legislação educacional; por fim, no terceiro capítulo, apresenta-se a perspectiva de formação encontrada nos trabalhos selecionados da 37ª, 38ª e 39ª reuniões nacionais da Anped. Como resultado deste estudo constata-se os seguintes indicativos: as pesquisas sobre formação continuada no ensino superior ainda necessitam de um maior aprofundamento; faltam políticas mais estruturadas que dimensionem a preparação pedagógica do profissional que atua no ensino superior; há um certo consenso nos estudos analisados de que a omissão legislativa obscurece os processos de formação e transfere a responsabilidade para o âmbito das IES; ainda não há, por parte das instituições, um parâmetro estabelecido para as formações, pois o objetivo comum que pode ser traduzido em ser melhor professor assume formas distintas ante a multiplicidade de IES e de perfis de docentes existentes.Submitted by Aline Rezende (alinerezende@upf.br) on 2021-05-05T20:34:48Z No. of bitstreams: 1 2020EvoraNirvanaGomes.pdf: 537657 bytes, checksum: 7024acac771b0213e748f74fac78dba1 (MD5)Made available in DSpace on 2021-05-05T20:34:48Z (GMT). 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dc.title.por.fl_str_mv Formação continuada de docentes do ensino superior no Brasil: realidades e perspectivas
dc.title.alternative.eng.fl_str_mv Continuing education of higher education teachers in Brazil: realities and perspectives
title Formação continuada de docentes do ensino superior no Brasil: realidades e perspectivas
spellingShingle Formação continuada de docentes do ensino superior no Brasil: realidades e perspectivas
Gomes, Évora Nirvana
Educação permanente
Professores - Formação
Ensino superior
CIENCIAS HUMANAS::EDUCACAO
title_short Formação continuada de docentes do ensino superior no Brasil: realidades e perspectivas
title_full Formação continuada de docentes do ensino superior no Brasil: realidades e perspectivas
title_fullStr Formação continuada de docentes do ensino superior no Brasil: realidades e perspectivas
title_full_unstemmed Formação continuada de docentes do ensino superior no Brasil: realidades e perspectivas
title_sort Formação continuada de docentes do ensino superior no Brasil: realidades e perspectivas
author Gomes, Évora Nirvana
author_facet Gomes, Évora Nirvana
author_role author
dc.contributor.advisor1.fl_str_mv Fávero, Altair Alberto
dc.contributor.advisor1ID.fl_str_mv 49385909053
dc.contributor.advisor1Lattes.fl_str_mv http://lattes.cnpq.br/5866881378328643
dc.contributor.authorID.fl_str_mv 02894414048
dc.contributor.authorLattes.fl_str_mv http://lattes.cnpq.br/5483082064815664
dc.contributor.author.fl_str_mv Gomes, Évora Nirvana
contributor_str_mv Fávero, Altair Alberto
dc.subject.por.fl_str_mv Educação permanente
Professores - Formação
Ensino superior
topic Educação permanente
Professores - Formação
Ensino superior
CIENCIAS HUMANAS::EDUCACAO
dc.subject.cnpq.fl_str_mv CIENCIAS HUMANAS::EDUCACAO
description The central theme of this research concerns the recurrent education of higher education teachers and the problematics implicating the abscence or precarity of politics of such training at this level of education. The main objetive of this work is to comprehend how the recurrent education for higher education teachers takes place from a document analysis and a review about selected works on annals from the last three nacional ANPED events. This research was guided by the question: How is the recurrent edcuation of higher education teachers described and how does it take place according to works presented at the 37th, 38th and 39th ANPED national meetings? Authors like Enguita (2004), Pimenta (2011), Cunha (2006) and Almeida (2012), among others, are part of the theoretical framework of the study. The relevance of this study is based around the recognition of higher education as parent to future professors and professionals that occupy different places in society and in the search to understand how the HEI (Higher education institutions) are able to make recurrent education possible in a appropriate way for professionals. It’s relevance also resides on the need to broaden the perspective around the structuring of recurrent education and it’s repercussion on teaching activity. The dissertation is organized as follows: in the first chapter the concept of recurrent education and the difference between titulation and professional development are discussed; in the second chapter, continuing teacher education is addressed from the perspective of national and international normative documents, as well as part of the educational legislation; then, in the third chapter, the perspective of development found in the selected works of the 37th, 38th and 39th national meetings of the ANPED is presented. As a resust of this study, the following indicators are found: researches upon the recurrent education on higher education levels still need further study; there is a lack of well-structered policies that can extend the pedagogical preparation of the professionals acting in higher education; there is a certain consensus in the analysed studies that the legislative omission obscures the recurring education methods and transfers the responsability to the scope of the HEI’s; and there is not yet; on the part of the institutions, any paramether established for the training, because the common goal that can be translated into becoming a better teacher takes diferente forms in face of the multiplicity of HEI’s and teaching profiles existing.
publishDate 2020
dc.date.issued.fl_str_mv 2020-08-31
dc.date.accessioned.fl_str_mv 2021-05-05T20:34:48Z
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dc.identifier.citation.fl_str_mv GOMES, Évora Nirvana. Formação continuada de docentes do ensino superior no Brasil: realidades e perspectivas. 2020. 79 f. Dissertação (Mestrado em Educação) - Universidade de Passo Fundo, Passo Fundo, RS, 2020.
dc.identifier.uri.fl_str_mv http://tede.upf.br:8080/jspui/handle/tede/1987
identifier_str_mv GOMES, Évora Nirvana. Formação continuada de docentes do ensino superior no Brasil: realidades e perspectivas. 2020. 79 f. Dissertação (Mestrado em Educação) - Universidade de Passo Fundo, Passo Fundo, RS, 2020.
url http://tede.upf.br:8080/jspui/handle/tede/1987
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dc.publisher.country.fl_str_mv Brasil
dc.publisher.department.fl_str_mv Faculdade de Educação – FAED
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