As práticas pedagógicas do professor bacharel no ensino superior
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Data
2020-01
Orientador
Amado, Nélia Maria Pontes
Banca
Quartieri, Marli Teresinha
Carreira, Susana Paula Graça
Quintas, Helena Luísa Martins
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Resumo
Essa pesquisa aborda o contexto profissional do professor bacharel que atua na docência universitária, mas cuja formação inicial não previa o desempenho de funções docentes. O objetivo desta investigação consiste em investigar as práticas docentes e a construção da profissionalidade dos professores bacharéis que lecionam na graduação, levando em consideração que a sua formação não incorporou qualquer conhecimento específico para o desenvolvimento da atividade docente. Os procedimentos metodológicos incluíram um estudo preliminar, realizado com o intuito de proporcionar informações que pudessem orientar as entrevistas aos participantes deste estudo. Foi utilizada a abordagem qualitativa, acerca da caracterização da pesquisa trata-se de um estudo de caso. O instrumento de coleta de dados foi a entrevista semiestruturada, direcionada a três professores bacharéis do Curso de Engenharia Civil. O estudo foi realizado na Universidade Federal do Oeste do Pará (Ufopa), Campus Itaituba. A análise dos dados foi desenvolvida através da análise de conteúdo. Os resultados desta investigação evidenciaram que os professores expressam o interesse pelo campo educacional, uso de estratégias pedagógicas em sala de aula, motivações para o aprimoramento docente e entusiasmo pela atividade no magistério superior. No entanto, as respostas demonstram algumas incertezas diante da atuação docente, justificando-se pela formação acadêmica obtida por esses profissionais, não pertencer a nenhuma das áreas da licenciatura. Foi possível evidenciar que alguns professores veem potencial em desenvolver atividades práticas, já outro acredita que o método tradicional é mais eficaz para efetivar o ensino de cálculo. Para alcançar a superação de algumas dificuldades, os participantes demonstraram que a própria vivência em sala de aula pode impulsionar esse amadurecimento profissional.
This research addresses the professional context of the bachelor professor who works in university teaching, but whose initial education didn’t foresee the performance of teaching functions. The objective of this research is to know the teaching practices and the building of professionality of the undergraduate bachelor teachers, considering that their formation didn’t incorporate any specific knowledge for the performance of teaching activity. The methodological procedures included a preliminary study, conducted in order to provide information that could guide the interview to the participants of this study. For this research I adopted the qualitative approach, regarding the characterization of the research it’s a case study. The main instrument for data collection was the semi-structured interview, directed to three bachelor teachers of the Civil Engineering Course. The study was conducted at the Universidade Federal do Oeste do Pará, Campus Itaituba. Data analysis was developed through content analysis. The results of this investigation showed that teachers express interest in the educational field, use of pedagogical strategies in the classroom, motivations for teacher improvement and enthusiasm for the activity in higher teaching. However, the answers show some uncertainties regarding the teaching performance, being justified by the academic background obtained by these professionals not belonging to any of the areas of the degree. Therefore, it was possible to evidence that some teachers see potential in developing practical activities, while others believe that the traditional method is more effective to carry out calculus teaching. In order to overcome some difficulties, the participants demonstrated that their own classroom experience can boost this professional maturation.
This research addresses the professional context of the bachelor professor who works in university teaching, but whose initial education didn’t foresee the performance of teaching functions. The objective of this research is to know the teaching practices and the building of professionality of the undergraduate bachelor teachers, considering that their formation didn’t incorporate any specific knowledge for the performance of teaching activity. The methodological procedures included a preliminary study, conducted in order to provide information that could guide the interview to the participants of this study. For this research I adopted the qualitative approach, regarding the characterization of the research it’s a case study. The main instrument for data collection was the semi-structured interview, directed to three bachelor teachers of the Civil Engineering Course. The study was conducted at the Universidade Federal do Oeste do Pará, Campus Itaituba. Data analysis was developed through content analysis. The results of this investigation showed that teachers express interest in the educational field, use of pedagogical strategies in the classroom, motivations for teacher improvement and enthusiasm for the activity in higher teaching. However, the answers show some uncertainties regarding the teaching performance, being justified by the academic background obtained by these professionals not belonging to any of the areas of the degree. Therefore, it was possible to evidence that some teachers see potential in developing practical activities, while others believe that the traditional method is more effective to carry out calculus teaching. In order to overcome some difficulties, the participants demonstrated that their own classroom experience can boost this professional maturation.
Descrição
Palavras-chave
Professor bacharel; Docência universitária; Práticas pedagógicas; Bachelor professor; University teaching; Pedagogical practices
Citação
GONÇALVES, Ronne Clayton De Castro. As práticas pedagógicas do professor bacharel no ensino superior. 2020. Dissertação (Mestrado) – Curso de Ensino, Universidade do Vale do Taquari - Univates, Lajeado, 21 jan. 2020. Disponível em: http://hdl.handle.net/10737/3149.