Formação pedagógica de docentes do ensino superior em cursos de pós-graduação "stricto sensu"

• Autor(a) principal: Nascimento, Julia de Cassia Pereira do
• Data de Publicação: 2008
• Tipo de documento: Dissertação
• Idioma: por
• Título da fonte: Biblioteca Digital de Teses e Dissertações do Mackenzie
• Texto Completo: http://dspace.mackenzie.br/handle/10899/24838
• topic: docência universitária; formação pedagógica; ensino superior; formação de professores; competência pedagógica; pedagogic formation; superior education; professor formation; pedagogic competence; CNPQ::CIENCIAS HUMANAS

Under the influence of the knowledge society, the growth of the demand for a professional graduation brings up the discussion on capacity of the university professors. Postgraduate education stricto sensu courses have a special attention once they are responsible for preparing researchers and other professors. The objective of this work is to reflect about pedagogic formation of professors by discussing the opportunities avaiable by to the mastering courses effectiveness in order to make this formation become true. Evolution of superior graduation is shown through a historical data collection and based on legislation. In some analysis made with Capes and Unversities allowed a research focus delimitation and understanding on how the master courses intend to give future professors a solid pedagogic basis. Authors like Morosini (2000), Pimenta & Anastasiou (2002), Masetto (2003), Pachane (2003), Zabalza (2003), among others, contributed on the construction of university professors profile, allowing a dialog with Santomé (1998), Moreira (2000) and Lampert (2002) about curriculum organization an its importance on professional formation. Results of this work leaded to conclude that only a few master programs are concerned on preparing professors to teach at superior graduation, oftenly by offering only one or two methodology disciplines. Due to this, it's important, necessary and urgent to develop pedagogic competence of professors, by using activities that join action and reflection on the practice of teaching and researching.