O profissional bacharel no Ensino Superior: a visão dos docentes sobre a prática docente
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Data
2023-06
Autores
Orientador
Amado, Nélia Maria Pontes
Banca
Quartieri, Marli Teresinha
Quintas, Helena Luísa Martins
Dullius, Maria Madalena
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Resumo
Esta dissertação tem como objetivo verificar os aspetos que professores bacharéis do curso de bacharelado em Administração destacam sobre a sua atuação no Ensino Superior e estabelecer relações entre as suas visões sobre a profissão, a sua formação, as dificuldades que sentem e a forma como as procuraram superar. A metodologia utilizada caracteriza-se como exploratória com enfoque qualitativo e nos procedimentos de coleta de dados inicialmente foi entregue um questionário impresso a 10 (dez) docentes bacharéis que atuavam no curso de bacharelado em Administração em uma Instituição de Ensino Superior (IES) privada do município de Itaituba/PA. Destes, apenas 7 (sete) devolveram respondido e aceitaram participar da segunda fase da pesquisa de campo, onde foram realizadas entrevistas com estes participantes e para a análise, optou-se pela Análise de Conteúdo (AC) proposta por Laurence Bardin (2011). Entre as competências necessárias para a atuação docente a pesquisa apontou como principais: Capacidade de Inovação; Boa Comunicação; Pensamento Crítico; Criatividade; e Capacidade de lidar com as tecnologias, mas trouxe outras competências que os entrevistados julgaram necessárias, entre elas: Comunicação clara e objetivas; ser organizado e preparado; ter empatia; ser proativo; ter a capacidade de interação com os alunos, ou seja, é preciso um mix de competências, conhecimentos e experiência ao longo do processo educacional. Entre as principais dificuldades a pesquisa aponta principalmente a inexperiência, a falta de conhecimentos para desempenhar a profissão docente e a resistência por parte dos alunos em aceitar professores com praticamente a mesma faixa etária. Para superar essas dificuldades ao iniciar na carreira de docente no Ensino Superior, os entrevistados apontaram como soluções: Investimento em aprimoramento profissional; aquisição de material didático especifico e atualizado; ser criativo e utilizar os recursos tecnológicos para possibilitar uma maior interação com os alunos; e buscar a formação continuada por meio cursos e grupos de pesquisas. Assim, a pesquisa revelou que a atuação como docente é exercida pelos participantes como como forma de conseguir uma renda complementar, no entanto, veem como positiva essa dupla jornada pois permitiu sempre estar atualizado sobre os assuntos necessários para a profissão e por poder contribuir com a formação de outros profissionais.
This dissertation aims to verify the aspects that bachelor's professors of the bachelor's degree in Business Administration highlight about their work in Higher Education and establish relationships between their views on the profession, their training, the difficulties they feel and the way they sought them. overcome. The methodology used is characterized as exploratory with a qualitative focus and in the data collection procedures, a printed questionnaire was initially delivered to 10 (ten) bachelor teachers who worked in the Bachelor's degree in Business Administration at a private Higher Education Institution (HEI) in the municipality of Itaituba/PA. Of these, only 7 (seven) responded and agreed to participate in the second phase of the field research, where interviews were conducted with these participants and for the analysis, Content Analysis (CA) proposed by Laurence Bardin (2011) was chosen. Among the skills necessary for teaching, the survey pointed out the following as the main ones: Capacity for Innovation; Good communication; Critical Thinking; Creativity; and Ability to deal with technology, but brought other skills that respondents deemed necessary, including: Clear and objective communication; be organized and prepared; have empathy; be proactive; having the ability to interact with students, that is, it takes a mix of skills, knowledge and experience throughout the educational process. Among the main difficulties, the research mainly points to inexperience, lack of knowledge to perform the teaching profession and resistance on the part of students to accept teachers with practically the same age group. To overcome these difficulties when starting a teaching career in Higher Education, the interviewees pointed out the following solutions as: Investment in professional improvement; acquisition of specific and up-to-date didactic material; be creative and use technological resources to enable greater interaction with students; and seek continuing education through courses and research groups. Thus, the research revealed that the performance as a teacher is exercised by the participants as a way of obtaining a supplementary income, however, they see this double journey as positive because it allowed them to always be updated on the subjects necessary for the profession and for being able to contribute to the training of other professionals.
This dissertation aims to verify the aspects that bachelor's professors of the bachelor's degree in Business Administration highlight about their work in Higher Education and establish relationships between their views on the profession, their training, the difficulties they feel and the way they sought them. overcome. The methodology used is characterized as exploratory with a qualitative focus and in the data collection procedures, a printed questionnaire was initially delivered to 10 (ten) bachelor teachers who worked in the Bachelor's degree in Business Administration at a private Higher Education Institution (HEI) in the municipality of Itaituba/PA. Of these, only 7 (seven) responded and agreed to participate in the second phase of the field research, where interviews were conducted with these participants and for the analysis, Content Analysis (CA) proposed by Laurence Bardin (2011) was chosen. Among the skills necessary for teaching, the survey pointed out the following as the main ones: Capacity for Innovation; Good communication; Critical Thinking; Creativity; and Ability to deal with technology, but brought other skills that respondents deemed necessary, including: Clear and objective communication; be organized and prepared; have empathy; be proactive; having the ability to interact with students, that is, it takes a mix of skills, knowledge and experience throughout the educational process. Among the main difficulties, the research mainly points to inexperience, lack of knowledge to perform the teaching profession and resistance on the part of students to accept teachers with practically the same age group. To overcome these difficulties when starting a teaching career in Higher Education, the interviewees pointed out the following solutions as: Investment in professional improvement; acquisition of specific and up-to-date didactic material; be creative and use technological resources to enable greater interaction with students; and seek continuing education through courses and research groups. Thus, the research revealed that the performance as a teacher is exercised by the participants as a way of obtaining a supplementary income, however, they see this double journey as positive because it allowed them to always be updated on the subjects necessary for the profession and for being able to contribute to the training of other professionals.
Descrição
Palavras-chave
Professor bacharel; Ensino superior; Prática docente; Bachelor teacher; University education; Teaching practice
Citação
SOUZA, Genilson Duarte De. O PROFISSIONAL BACHAREL NO ENSINO SUPERIOR: A VISÃO DOS DOCENTES SOBRE A PRÁTICA DOCENTE. 2023. Dissertação (Mestrado) – Curso de Ensino, Universidade do Vale do Taquari - Univates, Lajeado, 26 abr. 2023. Disponível em: http://hdl.handle.net/10737/3912.