Formação continuada de professores no ensino superior privado: tensionamentos e possibilidades contemporâneas
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Data
2020-12
Orientador
Schwertner, Suzana Feldens
Banca
Quartieri, Marli Teresinha
Koetz, Lydia Christmann Espindola
Barros, Jane Fischer
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Resumo
Esta dissertação versa sobre uma pesquisa acerca dos desafios enfrentados e das possibilidades vislumbradas no tocante à formação continuada de professores bacharéis que atuam no Ensino Superior privado. Objetivou-se também: a) identificar como se constituiu/constitui a trajetória da formação dos professores; b) verificar como os professores compreendem as práticas pedagógicas e as suas reverberações no processo de ensino e de aprendizagem; c) conhecer os entraves que impedem os profissionais docentes de buscarem qualificação permanente; d) identificar as alternativas adotadas pelos docentes para sua formação continuada. Contempla reflexões teóricas a partir de estudos já desenvolvidos sobre o Ensino Superior no Brasil (BRASIL, 1988; 1996; 2017; CANAN; SUDBRACK, 2018; INEP, 2001; 2017; 2018; 2018) e sobre docência, formação pedagógica e espaços de formação continuada (ALMEIDA, 2012; ANASTASIOU, 2004; 2005; 2007; ALMEIDA; PIMENTA, 2014; CUNHA, 2000; FRANCO 2000; SOARES; CUNHA, 2010; MASETTO, 2012; OLIVEIRA; SILVA, 2012). Trata-se de uma pesquisa qualitativa, realizada por meio de entrevistas semiestruturadas com oito professores que atuam em uma Instituição de Ensino Superior da rede privada, do interior do estado do Ceará. A partir das entrevistas, analisadas através da proposta de Análise de Conteúdo (BARDIN, 2011), emergiram quatro categorias: a) Oportunidades, escolhas e vocação: percursos na constituição do “ser professor” de docentes bacharéis; b) Formação para a docência, práticas pedagógicas e as ressonâncias nos processos de ensino e de aprendizagem; c) Dinheiro, tempo, distância geográfica e família: dificuldades para a formação continuada; d) Dos caminhos, das maneiras e das alternativas: possibilidades para a formação continuada. Como resultados, aponta-se que a trajetória de formação dos docentes teve início na graduação e, posteriormente, com a necessidade de cursar uma pós-graduação, com preferência para os cursos de mestrado. Percebeu-se que as disciplinas cursadas nas pós-graduações lhes trouxeram conhecimentos específicos de área, mas pouco contribuíram para a sua formação docente, implicando em um distanciamento ou ausência de formação para as práticas pedagógicas. Dentre os principais desafios para a formação continuada, relatam a ausência de cursos stricto sensu em suas áreas de interesse na sua cidade de residência ou no estado cearense; altos valores das pós-graduações, bem como de outros cursos; impossibilidade conciliar a formação com a sala de aula e com as atividades familiares; e ausência de incentivo financeiro da IES. Como possibilidades para a formação continuada, aponta-se para a busca de formações em outros espaços além dos cursos de mestrado e doutorado, como cursos de curta duração, a participação em eventos, as formações de professores e os encontros pedagógicos, assim como complementam sua formação através de estudos individuais, orientações de Trabalhos de Conclusão de Curso e nos espaços de produção e socialização do conhecimento (publicação de artigos). Ao final, destacam-se algumas reflexões sobre a formação continuada de professores bacharéis, principalmente em relação à necessidade da formação pedagógica. Além disso, apresentam-se algumas indicações de ações que poderão ser adotadas pela IES investigada no tocante ao suporte para a formação continuada dos seus professores.
This dissertation describes a research about the challenges and the possibilities conceived regarding the continuous training process of bachelor teachers who work in private higher education institutions. The objective of this study was: a) to identify how the trajectory of teachers was and still is constituted; b) to verify how teachers understand pedagogical practices and their repercussions in the teaching and learning process; c) to know the obstacles which prevent teaching professionals from seeking permanent qualification; d) to identify the alternatives adopted by teachers considering their continuous training. This research contemplates some theoretical reflections from studies already developed on Higher Education in Brazil (BRASIL, 1988; 1996; 2017; CANAN; SUDBRACK, 2018; INEP, 2001; 2017; 2018; 2018) and also on teaching, pedagogical training and continued teacher training spaces (ALMEIDA, 2012; ANASTASIOU, 2004; 2005; 2007; ALMEIDA; PIMENTA, 2014; CUNHA, 2000; FRANCO 2000; SOARES; CUNHA, 2010; MASETTO, 2012; OLIVEIRA; SILVA, 2012). This is a qualitative research, developed through semi-structured interviews with eight teachers who work in a private higher education institution in Ceará’s countryside region. Based on the interviews, which were analyzed through the Content Analysis proposal (BARDIN, 2011), four categories emerged: a) Opportunities, choices and vocation: paths in the constitution of “being a teacher” of graduate teachers; b) Training for teaching, pedagogical practices and resonances in the teaching and learning process; c) Money, time, geographical distance and family: difficulties regarding continuous training; d) The ways, the manners and the alternatives: possibilities for continuous training. As a result, it is pointed out that the trajectory of teachers' formation started at the undergraduate level and later with the need to pursue a postgraduate course, with preference for the master's courses. It was also noticed that the subjects taken in postgraduate courses brought them some specific knowledge in their area of study, but they did not contribute a lot to their teacher training, which implies a distance or lack of training for pedagogical practices. Among the main challenges for continuous training, the participants of this study report the absence of stricto sensu courses in their areas of interest in their city of residence or in the state of Ceará; high values of postgraduate courses, as well as other courses; the impossibility to reconcile training with the classroom and family activities and the lack of financial incentive from the HEI (Higher Education Institution). As possibilities for continuing education, there is a search for training in other spaces besides the master's and doctoral courses, such as short courses, participation in events, teacher training and pedagogical meetings, as well as complementing their training through individual studies, guidelines for Course Completion Works and also specific spaces for the production and socialization of knowledge (publication of articles). At the end of this study, some reflections about the continuing education of bachelor teachers are highlighted, mainly related to the need for more pedagogical training and some other indications of actions that may be adopted by the investigated HEI (Higher Education Institution) considering support for the continuous training process of their teachers.
This dissertation describes a research about the challenges and the possibilities conceived regarding the continuous training process of bachelor teachers who work in private higher education institutions. The objective of this study was: a) to identify how the trajectory of teachers was and still is constituted; b) to verify how teachers understand pedagogical practices and their repercussions in the teaching and learning process; c) to know the obstacles which prevent teaching professionals from seeking permanent qualification; d) to identify the alternatives adopted by teachers considering their continuous training. This research contemplates some theoretical reflections from studies already developed on Higher Education in Brazil (BRASIL, 1988; 1996; 2017; CANAN; SUDBRACK, 2018; INEP, 2001; 2017; 2018; 2018) and also on teaching, pedagogical training and continued teacher training spaces (ALMEIDA, 2012; ANASTASIOU, 2004; 2005; 2007; ALMEIDA; PIMENTA, 2014; CUNHA, 2000; FRANCO 2000; SOARES; CUNHA, 2010; MASETTO, 2012; OLIVEIRA; SILVA, 2012). This is a qualitative research, developed through semi-structured interviews with eight teachers who work in a private higher education institution in Ceará’s countryside region. Based on the interviews, which were analyzed through the Content Analysis proposal (BARDIN, 2011), four categories emerged: a) Opportunities, choices and vocation: paths in the constitution of “being a teacher” of graduate teachers; b) Training for teaching, pedagogical practices and resonances in the teaching and learning process; c) Money, time, geographical distance and family: difficulties regarding continuous training; d) The ways, the manners and the alternatives: possibilities for continuous training. As a result, it is pointed out that the trajectory of teachers' formation started at the undergraduate level and later with the need to pursue a postgraduate course, with preference for the master's courses. It was also noticed that the subjects taken in postgraduate courses brought them some specific knowledge in their area of study, but they did not contribute a lot to their teacher training, which implies a distance or lack of training for pedagogical practices. Among the main challenges for continuous training, the participants of this study report the absence of stricto sensu courses in their areas of interest in their city of residence or in the state of Ceará; high values of postgraduate courses, as well as other courses; the impossibility to reconcile training with the classroom and family activities and the lack of financial incentive from the HEI (Higher Education Institution). As possibilities for continuing education, there is a search for training in other spaces besides the master's and doctoral courses, such as short courses, participation in events, teacher training and pedagogical meetings, as well as complementing their training through individual studies, guidelines for Course Completion Works and also specific spaces for the production and socialization of knowledge (publication of articles). At the end of this study, some reflections about the continuing education of bachelor teachers are highlighted, mainly related to the need for more pedagogical training and some other indications of actions that may be adopted by the investigated HEI (Higher Education Institution) considering support for the continuous training process of their teachers.
Descrição
Palavras-chave
Ensino Superior privado; Formação continuada; Práticas pedagógicas; Docentes bacharéis; Private higher education; Continuous training; Pedagogical practices; Bachelor professors
Citação
CAVALCANTE, Lígia Vieira Da Silva. Formação continuada de professores no ensino superior privado: tensionamentos e possibilidades contemporâneas. 2020. Dissertação (Mestrado) – Curso de Ensino, Universidade do Vale do Taquari - Univates, Lajeado, 17 dez. 2020. Disponível em: http://hdl.handle.net/10737/2948.