A carregar...
Publicação
Competências pedagógicas e o sentido da formação continuada para os professores da educação superior
| Nome: | Descrição: | Tamanho: | Formato: | |
|---|---|---|---|---|
| Tese | 3.04 MB | Adobe PDF | ||
| Apêndices e Anexos | 2.85 MB | Adobe PDF |
Autores
Orientador(es)
Resumo(s)
A presente tese de doutoramento insere-se na área científica da Educação e na temática de formação de professores, especificamente na pedagogia universitária. O objetivo da pesquisa foi identificar as competências pedagógicas exigidas do docente universitário, a partir das transformações curriculares da Universidade do Sul de Santa Catarina – UNISUL, a fim de conhecer e compreender as necessidades de formação continuada que emergem desse contexto. No processo da pesquisa foram analisadas: (1) As principais mudanças curriculares de 2009 a 2013 que ocorreram no ensino superior da UNISUL; (2) As competências pedagógicas que os gestores e os docentes julgam necessárias para o professor implementar o novo currículo; (3) As necessidades, expectativas e interesses de formação continuada dos docentes, segundo eles próprios e os gestores da instituição. No enquadramento teórico, conceitual e normativo, referente à primeira parte do estudo, abordouse a pedagogia universitária associada às competências pedagógicas do professor universitário. Posteriormente, discutiu-se sobre quais são as exigências para se ser professor universitário, analisou-se premissas sobre: formação continuada formal e não formal, necessidades de formação continuada, discutiu-se sobre o papel dos programas de formação continuada na profissionalização da profissão professor universitário, assim, apresentaram-se características de uma formação continuada emancipatória. Seguidamente, a discussão focalizou-se nos fatos que contribuíram para a expansão do ensino superior, as reformas curriculares na pós-modernidade e as necessidades de formação continuada do professor universitário. A segunda parte foi dedicada à investigação empírica. Nos aspectos teóricos e metodológicos da pesquisa, optou-se pelo paradigma interpretativo e análise qualitativa, com base no método do estudo de caso. Para coleta de dados, recorreu-se à análise documental, tendo-se como fonte o Projeto Pedagógico Institucional da UNISUL (2015), chegou-se a duas categorias de análise: premissas pedagógicas (com seis subcategorias) e competências pedagógicas do professor universitário (com 10 subcategorias). Para o aprofundamento compreensivo das categorias identificadas, foram desenvolvidas entrevistas semiestruturadas, realizadas com 11 gestores que atuam na UNISUL e um questionário aplicado a 70 docentes. Na triangulação dos dados chegou-se a oito categorias analisadas, foram identificadas as características do Professor universitário; a compreensão dos sujeitos sobre o Projeto Pedagógico Institucional da UNISUL; o levantamento das competências pedagógicas do Professor universitário; a auto avaliação dos Professores sobre as competências pedagógicas que se destacam; o arrolamento das necessidades de formação continuada; assim como foram apontadas ações para qualificar o programa de formação continuada da UNISUL; por fim, identificaram-se outras ações de formação continuada e a opinião dos sujeitos sobre o tema da pesquisa. Após a análise dos dados, realizou-se o cruzamento das competências pedagógicas encontradas no documento institucional, nas entrevistas e nos questionários, assim, chegou-se à relação de 15 (quinze) competências pedagógicas do professor universitário da UNISUL e também a 13 (treze) necessidades de formação continuada dos professores da mesma Universidade. Os resultados desta pesquisa mostram que as particularidades da UNISUL expressam as tendências gerais mencionadas na literatura, em particular, por Zabalza (2003). A tese confirma que para além da história específica da instituição, evidenciou-se que as competências pedagógicas diagnosticadas podem ser generalizadas à profissão professor universitário no Brasil. Deve-se, também, ponderar que as mudanças ocorrem de acordo com as necessidades de formação continuada, tendo em vista que os contextos e os sujeitos são diferentes. A pesquisa evidencia, ainda, que uma proposta de formação continuada emancipatória parte das necessidades dos professores e de ações as quais promovam a sua aprendizagem e a de seus pares. Além disso, constata-se que as IESs precisam reconhecer os espaços formais e informais de formação continuada, os quais são tão significativos para a profissionalização docente.
This doctoral dissertation is in the scientific area of Education and in the subject area of teacher training, specifically in university pedagogy. The aim of the research was to identify the pedagogical competencies required for university professors, considering the changes in the curriculum of the Universidade do Sul Santa Catarina - UNISUL, in order to know and understand the continuing education necessities that emerge from this context. In the process were analyzed: (1) The main curricular changes from 2009 to 2013 that occurred in the higher education by UNISUL; (2) The pedagogical competencies that managers and professors deem necessary for professors to implement the new curriculum; (3) The necessities, expectations and interests of continuing education of professors, according to themselves and to the managers of the institution. The university pedagogy associated with the pedagogical competencies of university professors was approached in the theoretical, conceptual and normative framework, related to the first part of the study. Afterwards, this papers discusses about the requirements needed to become a university professor, analyzing the assumptions of formal and informal continuing education, and the necessities of continuing education. The role of continuing education in order to professionalize the university professor profession was also discussed, therefore, it presents the characteristics of an emancipatory continuing education. Following, the discussion focusses on the facts that contributed to the higher education expansion, the curriculum reform on the post-modernity, and the necessities of continuing education of university professors. The second part was dedicated to empirical investigation. The interpretative paradigm and the qualitative analysis were chosen between the theoretical and methodological aspects, based on case study method. Data were collected from the Institutional Pedagogical Project by UNISUL (2015) based on documentary analysis, which resulted in two categories of analysis: pedagogical assumptions (with six subcategories) and pedagogical competencies by university professors (with 10 subcategories). In order to have a deepening understanding of the identified categories, semi-structured interviews were developed and applied to 11 managers, and a questionary was applied to 70 professors. After data triangulation eight categories were analyzed: the identification of characteristics of the University Professor; the subjects' understanding about the Institutional Pedagogical Project by UNISUL; a survey of the pedagogical competencies of the University Professor; Professors' self-evaluation about their exceeding pedagogical competencies; a list of necessities for continuing education; as well as suggested actions to qualify the continuing education program by UNISUL; and, finally, other actions for continuing education and the subjects' opinion about the research theme were identified. Subsequently data analysis, by cross referencing of the pedagogical competencies found in the institutional document, interviews, and questionaries, 15 (fifteen) pedagogical competencies of university professors of UNISUL, and 13 (thirteen) necessities for continuing education of the same University were found. The results of this research reveal that the UNISUL's particularities express the general tendencies mentioned in the literature, specially by Zabalza (2003). This dissertation confirms, besides the specific history of the institution, the emphasis that the pedagogical competencies identified can be generalized to the profession of university professor in Brazil. Also, the changes that occur due to the necessities of continuing education, since there are different contexts and subjects, should be considered. This research also demonstrates that a proposal for an emancipatory continuing education comes from the professors' necessities and from actions that foster their and their peers learning. Furthermore, Higher Education Institutes must recognize the formal and informal continuing education spaces, which are very meaningful to the professionalization of professors.
This doctoral dissertation is in the scientific area of Education and in the subject area of teacher training, specifically in university pedagogy. The aim of the research was to identify the pedagogical competencies required for university professors, considering the changes in the curriculum of the Universidade do Sul Santa Catarina - UNISUL, in order to know and understand the continuing education necessities that emerge from this context. In the process were analyzed: (1) The main curricular changes from 2009 to 2013 that occurred in the higher education by UNISUL; (2) The pedagogical competencies that managers and professors deem necessary for professors to implement the new curriculum; (3) The necessities, expectations and interests of continuing education of professors, according to themselves and to the managers of the institution. The university pedagogy associated with the pedagogical competencies of university professors was approached in the theoretical, conceptual and normative framework, related to the first part of the study. Afterwards, this papers discusses about the requirements needed to become a university professor, analyzing the assumptions of formal and informal continuing education, and the necessities of continuing education. The role of continuing education in order to professionalize the university professor profession was also discussed, therefore, it presents the characteristics of an emancipatory continuing education. Following, the discussion focusses on the facts that contributed to the higher education expansion, the curriculum reform on the post-modernity, and the necessities of continuing education of university professors. The second part was dedicated to empirical investigation. The interpretative paradigm and the qualitative analysis were chosen between the theoretical and methodological aspects, based on case study method. Data were collected from the Institutional Pedagogical Project by UNISUL (2015) based on documentary analysis, which resulted in two categories of analysis: pedagogical assumptions (with six subcategories) and pedagogical competencies by university professors (with 10 subcategories). In order to have a deepening understanding of the identified categories, semi-structured interviews were developed and applied to 11 managers, and a questionary was applied to 70 professors. After data triangulation eight categories were analyzed: the identification of characteristics of the University Professor; the subjects' understanding about the Institutional Pedagogical Project by UNISUL; a survey of the pedagogical competencies of the University Professor; Professors' self-evaluation about their exceeding pedagogical competencies; a list of necessities for continuing education; as well as suggested actions to qualify the continuing education program by UNISUL; and, finally, other actions for continuing education and the subjects' opinion about the research theme were identified. Subsequently data analysis, by cross referencing of the pedagogical competencies found in the institutional document, interviews, and questionaries, 15 (fifteen) pedagogical competencies of university professors of UNISUL, and 13 (thirteen) necessities for continuing education of the same University were found. The results of this research reveal that the UNISUL's particularities express the general tendencies mentioned in the literature, specially by Zabalza (2003). This dissertation confirms, besides the specific history of the institution, the emphasis that the pedagogical competencies identified can be generalized to the profession of university professor in Brazil. Also, the changes that occur due to the necessities of continuing education, since there are different contexts and subjects, should be considered. This research also demonstrates that a proposal for an emancipatory continuing education comes from the professors' necessities and from actions that foster their and their peers learning. Furthermore, Higher Education Institutes must recognize the formal and informal continuing education spaces, which are very meaningful to the professionalization of professors.
Descrição
Tese de doutoramento, Educação (Formação de Professores), Universidade de Lisboa, Instituto de Educação, 2018
Palavras-chave
Ensino superior Currículo Professor Pedagogia universitária Professores - Formação Pedagogia educacional Teses de doutoramento - 2018