Imprescindibilidade dos pressupostos filosóficos no ensinar pela pesquisa no ensino superior
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Data
2021-11
Autores
Orientador
Schuck, Rogério José
Banca
Quartieri, Marli Teresinha
Neuenfeldt, Derli Juliano
Pereira, Vilmar Alves
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ISSN
Título do Volume
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Resumo
A ressignificação dos processos de ensino e de aprendizagem dos pressupostos filosóficos por meio do ensinar pela pesquisa estão dentro do processo crítico, reflexivo e transformador do ser humano. Por isso, a dissertação objetiva examinar a imprescindibilidade dos pressupostos filosóficos no ensinar pela pesquisa no ensino superior, tendo como lócus da pesquisa uma Instituição de Ensino Superior privada no Estado do Ceará que oferta os Cursos de Graduação em Direito, Enfermagem, Psicologia e Serviço Social. Objetiva também: I) investigar os pressupostos filosóficos presentes em atividades de ensino pela pesquisa; II) identificar se os pressupostos filosóficos como princípio de autonomia do pensar e investigar e o ensino pela pesquisa estão presentes como metodologia inquietante e participativa e, III) analisar a imprescindibilidade dos pressupostos filosóficos para a (re)construção do conhecimento no ensino superior, de acordo com as vivências do corpo docente. A investigação contempla reflexões a partir de inquietações do autor sobre o ensinar pela pesquisa no ensino superior brasileiro, destacando-se referenciais teóricos de Pedro Demo e Evaristo Moraes Filho. Os pressupostos filosóficos, foco da investigação, são: esclarecimento, emancipação, autonomia e abertura à escuta e ao diálogo, seguindo nas trilhas de Immanuel Kant, Theodor Adorno e Paulo Freire. Dissertação realizada por pesquisa qualitativa, por meio de entrevistas estruturadas, com professores que atuam em IES da rede privada, do interior do Estado do Ceará, examinadas segundo a proposta de análise textual discursiva/discussão dos dados. Trabalhou-se com cinco categorias a priori: I) percepção dos professores quanto a sua formação profissional e vocação à docência; II) percepção dos docentes a respeito do pressuposto filosófico do esclarecimento; III) compreensão de emancipação por parte dos docentes; IV) percepção dos professores sobre autonomia, e V) visão dos professores sobre o pressuposto da abertura à escuta e ao diálogo. Como resultado da pesquisa, percebeu-se que os pressupostos filosóficos no ensinar pela pesquisa no ensino superior são fundamentais para a formação de profissionais críticos e participativos que dialoguem com a comunidade onde se encontram inseridos. Ainda, que os professores, sujeitos da pesquisa, desenvolvem atividades investigativas que promovem nos alunos pressupostos de esclarecimento, emancipação, autonomia e abertura à escuta e ao diálogo, visando à formação de um profissional competente, inovador e ético. O ensinar pela pesquisa é um processo de (re)planejamento do ensino dentro da sala de aula e um constante processo que busca fazer com que educadores e educandos estejam engajados na produção de conhecimentos. Nesse sentido, ratifica-se que conhecemos a partir do conhecido e compreendemos a partir do contexto, significando que a trajetória acadêmica, pessoal e profissional esteja intimamente ligada à construção de uma identidade histórica e cultural. Ao final, destacam-se reflexões sobre a imprescindibilidade dos pressupostos 9 filosóficos no ensinar pela pesquisa para construir e ofertar um currículo intensivo. Verificou-se a importância de possibilitar a construção a partir dos pressupostos de um currículo emancipatório, autônomo para o ensinar pela pesquisa, promovendo o esclarecimento e a abertura à escuta e ao diálogo entre professores, acadêmicos e comunidade em geral. É assim que se formam os profissionais capazes de reconhecer a própria história, de forma individual e/ou coletiva. Concluindo, apresenta-se o currículo intensivo indicado por Pedro Demo, que poderá ser adotado pela IES, objetivando a promoção do ensinar pela pesquisa e formação do profissional.
The re-signification of the teaching and learning processes of the philosophical assumptions through teaching through research are within the critical, reflective and transforming process of the human being. Therefore, the dissertation aims to examine the indispensability of philosophical assumptions in teaching through research in higher education, having as locus of the research a private Higher Education Institution in the State of Ceará that offers Undergraduate Courses in Law, Nursing, Psychology and Social Work. It also aims to: I) investigate the philosophical assumptions present in teaching through research activities; II) identify if the philosophical assumptions as a principle of autonomy of thinking and investigating and the teaching through research are present as an inquiring and participative methodology and, III) analyze the indispensability of philosophical assumptions for the (re)construction of knowledge in higher education, according to the experiences of the faculty. The investigation contemplates reflections from the author's inquietudes about teaching through research in Brazilian higher education, highlighting theoretical references of Pedro Demo and Evaristo Moraes Filho. The philosophical assumptions, the focus of the investigation, are: enlightenment, emancipation, autonomy and openness to listening and dialogue, following the tracks of Immanuel Kant, Theodor Adorno and Paulo Freire. Dissertation carried out through qualitative research, by means of structured interviews with teachers who work in private HEIs in the interior of the State of Ceará, examined according to the proposal of textual discourse analysis/discussion of the data. We worked with five a priori categories: I) the teachers' perception of their professional training and vocation to teaching; II) the teachers' perception of the philosophical assumption of enlightenment; III) the teachers' understanding of emancipation; IV) the teachers' perception of autonomy, and V) the teachers' view of the assumption of openness to listening and dialogue. As a result of the research, it was perceived that the philosophical assumptions in teaching through research in higher education are fundamental for the formation of critical and participatory professionals who dialogue with the community where they are inserted. Also, that the professors, subjects of the research, develop investigative activities that promote in the students assumptions of enlightenment, emancipation, autonomy and openness to listening and dialogue, aiming at the formation of a competent, innovative and ethical professional. Teaching through research is a process of (re)planning teaching in the classroom and a constant process that seeks to get educators and students engaged in the production of knowledge. In this sense, it is ratified that we know from the known and understand from the context, meaning that the academic, personal and professional trajectory is closely linked to the construction of a historical and cultural identity. At the end, reflections about the indispensability of philosophical assumptions 11 in teaching through research to build and offer an intensive curriculum are highlighted. The importance of enabling the construction from the assumptions of an emancipatory, autonomous curriculum for teaching through research was verified, promoting the clarification and openness to listening and dialogue among teachers, scholars, and the community in general. This is how professionals capable of recognizing their own history, individually and/or collectively, are formed. In conclusion, we present the intensive curriculum indicated by Pedro Demo, which can be adopted by the HEI, aiming to promote teaching through research and professional formation.
The re-signification of the teaching and learning processes of the philosophical assumptions through teaching through research are within the critical, reflective and transforming process of the human being. Therefore, the dissertation aims to examine the indispensability of philosophical assumptions in teaching through research in higher education, having as locus of the research a private Higher Education Institution in the State of Ceará that offers Undergraduate Courses in Law, Nursing, Psychology and Social Work. It also aims to: I) investigate the philosophical assumptions present in teaching through research activities; II) identify if the philosophical assumptions as a principle of autonomy of thinking and investigating and the teaching through research are present as an inquiring and participative methodology and, III) analyze the indispensability of philosophical assumptions for the (re)construction of knowledge in higher education, according to the experiences of the faculty. The investigation contemplates reflections from the author's inquietudes about teaching through research in Brazilian higher education, highlighting theoretical references of Pedro Demo and Evaristo Moraes Filho. The philosophical assumptions, the focus of the investigation, are: enlightenment, emancipation, autonomy and openness to listening and dialogue, following the tracks of Immanuel Kant, Theodor Adorno and Paulo Freire. Dissertation carried out through qualitative research, by means of structured interviews with teachers who work in private HEIs in the interior of the State of Ceará, examined according to the proposal of textual discourse analysis/discussion of the data. We worked with five a priori categories: I) the teachers' perception of their professional training and vocation to teaching; II) the teachers' perception of the philosophical assumption of enlightenment; III) the teachers' understanding of emancipation; IV) the teachers' perception of autonomy, and V) the teachers' view of the assumption of openness to listening and dialogue. As a result of the research, it was perceived that the philosophical assumptions in teaching through research in higher education are fundamental for the formation of critical and participatory professionals who dialogue with the community where they are inserted. Also, that the professors, subjects of the research, develop investigative activities that promote in the students assumptions of enlightenment, emancipation, autonomy and openness to listening and dialogue, aiming at the formation of a competent, innovative and ethical professional. Teaching through research is a process of (re)planning teaching in the classroom and a constant process that seeks to get educators and students engaged in the production of knowledge. In this sense, it is ratified that we know from the known and understand from the context, meaning that the academic, personal and professional trajectory is closely linked to the construction of a historical and cultural identity. At the end, reflections about the indispensability of philosophical assumptions 11 in teaching through research to build and offer an intensive curriculum are highlighted. The importance of enabling the construction from the assumptions of an emancipatory, autonomous curriculum for teaching through research was verified, promoting the clarification and openness to listening and dialogue among teachers, scholars, and the community in general. This is how professionals capable of recognizing their own history, individually and/or collectively, are formed. In conclusion, we present the intensive curriculum indicated by Pedro Demo, which can be adopted by the HEI, aiming to promote teaching through research and professional formation.
Descrição
Palavras-chave
Conhecimento; Docentes de cursos de bacharelado; Ensinar pela pesquisa.; Ensino Superior; Pressupostos filosóficos; Knowledge; Teachers of Bachelor's degree courses; Teaching through research; Higher Education; Philosophical assumptions
Citação
ALMEIDA, Delano Carneiro De. Imprescindibilidade dos pressupostos filosóficos no ensinar pela pesquisa no ensino superior. 2021. Dissertação (Mestrado) – Curso de Ensino, Universidade do Vale do Taquari - Univates, Lajeado, 30 nov. 2021. Disponível em: http://hdl.handle.net/10737/3286.