O significado de "boas pr?ticas" de ensino e sua interface com a doc?ncia universit?ria
Ano de defesa: | 2016 |
---|---|
Autor(a) principal: | |
Orientador(a): | |
Banca de defesa: | |
Tipo de documento: | Tese |
Tipo de acesso: | Acesso aberto |
Idioma: | por |
Instituição de defesa: |
Pontif?cia Universidade Cat?lica do Rio Grande do Sul
|
Programa de Pós-Graduação: |
Programa de P?s-Gradua??o em Educa??o
|
Departamento: |
Escola de Humanidades
|
País: |
Brasil
|
Palavras-chave em Português: | |
Área do conhecimento CNPq: | |
Link de acesso: | http://tede2.pucrs.br/tede2/handle/tede/7140 |
Resumo: | Contemporary world is marked by challenges increasingly present in daily life, whether in individual contexts, collective, informal or professional. It is intense and dynamic the process changes and innovations incorporated into the daily life of individuals and this trend is easily seen in the context of high education, which challenged to transform to meet the needs of the new social setting that appears, goes through a quite intense movement of discussion about its meaning and its functions. This research, which has the problem: What is the meaning of "good practices" in teaching and how this concept is reflected in teaching activities, characterized by a qualitative approach and the study subjects were six graduate teachers of a University of Vale dos Sinos, in Rio Grande do Sul. Responding to the problem of this research, meaning that the teacher gives the concept of best practices reflected in the practice of this teacher when he reproduces what he considers assertive and that is quite particular for its expertise in the specific area, the evaluation received from students and his own conception of the learning and teaching. The study also points out the need for a reflection on this practice, proposed by teaching staff through the University Education in a training space that includes the movement of "action-reflection-action" in line with their own education policies institution researched. |
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Pereira, Marcos Villela383.646.700-34http://buscatextual.cnpq.br/buscatextual/visualizacv.do?id=K4768824U5593.425.100-78http://buscatextual.cnpq.br/buscatextual/visualizacv.do?id=K4719950E9Vieira, Cristiane Ramos2017-03-03T19:06:50Z2016-03-11http://tede2.pucrs.br/tede2/handle/tede/7140Contemporary world is marked by challenges increasingly present in daily life, whether in individual contexts, collective, informal or professional. It is intense and dynamic the process changes and innovations incorporated into the daily life of individuals and this trend is easily seen in the context of high education, which challenged to transform to meet the needs of the new social setting that appears, goes through a quite intense movement of discussion about its meaning and its functions. This research, which has the problem: What is the meaning of "good practices" in teaching and how this concept is reflected in teaching activities, characterized by a qualitative approach and the study subjects were six graduate teachers of a University of Vale dos Sinos, in Rio Grande do Sul. Responding to the problem of this research, meaning that the teacher gives the concept of best practices reflected in the practice of this teacher when he reproduces what he considers assertive and that is quite particular for its expertise in the specific area, the evaluation received from students and his own conception of the learning and teaching. The study also points out the need for a reflection on this practice, proposed by teaching staff through the University Education in a training space that includes the movement of "action-reflection-action" in line with their own education policies institution researched.A contemporaneidade ? marcada por desafios cada vez mais presentes no cotidiano das pessoas, quer seja nos contextos individuais, coletivos, informais ou profissionais. S?o intensos e din?micos os processos de mudan?as e inova??es incorporados ao dia a dia dos indiv?duos e esta tend?ncia ? facilmente percebida no ?mbito da educa??o superior, que, desafiada a se transformar para atender ?s necessidades da nova configura??o social que se apresenta, passa por um movimento bastante intenso de discuss?o sobre seu sentido e suas fun??es. Esta pesquisa, que tem por problema: Qual o significado de ?boas pr?ticas? de ensino e como esse conceito se reflete na a??o docente, caracteriza-se por uma abordagem qualitativa e os sujeitos do estudo foram seis professores de gradua??o de uma universidade do Vale dos Sinos, no Rio Grande do Sul. Respondendo ao problema desta pesquisa, o significado que o professor d? ao conceito de boas pr?ticas reflete na pr?tica desse professor no momento em que ele reproduz aquilo que considera assertivo e que ? bastante particular, pela sua experi?ncia na ?rea espec?fica, pela avalia??o que recebe dos alunos e por sua pr?pria concep??o do que seja aprender e ensinar. O estudo tamb?m aponta a necessidade de uma reflex?o sobre essa pr?tica, proposta pela equipe pedag?gica, atrav?s da Pedagogia Universit?ria, em um espa?o de forma??o que contemple o movimento de ?a??o-reflex?o-a??o?, em conson?ncia com as pr?prias pol?ticas de ensino da institui??o pesquisada.Submitted by Setor de Tratamento da Informa??o - BC/PUCRS (tede2@pucrs.br) on 2017-03-03T19:06:50Z No. of bitstreams: 1 TES_CRISTIANE_RAMOS_VIEIRA_COMPLETO.pdf: 758958 bytes, checksum: 071ddcc078a6b6b5d0b6ac1e1e1add3b (MD5)Made available in DSpace on 2017-03-03T19:06:50Z (GMT). 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dc.title.por.fl_str_mv |
O significado de "boas pr?ticas" de ensino e sua interface com a doc?ncia universit?ria |
title |
O significado de "boas pr?ticas" de ensino e sua interface com a doc?ncia universit?ria |
spellingShingle |
O significado de "boas pr?ticas" de ensino e sua interface com a doc?ncia universit?ria Vieira, Cristiane Ramos PEDAGOGIA UNIVERSIT?RIA ENSINO SUPERIOR EDUCA??O CIENCIAS HUMANAS::EDUCACAO |
title_short |
O significado de "boas pr?ticas" de ensino e sua interface com a doc?ncia universit?ria |
title_full |
O significado de "boas pr?ticas" de ensino e sua interface com a doc?ncia universit?ria |
title_fullStr |
O significado de "boas pr?ticas" de ensino e sua interface com a doc?ncia universit?ria |
title_full_unstemmed |
O significado de "boas pr?ticas" de ensino e sua interface com a doc?ncia universit?ria |
title_sort |
O significado de "boas pr?ticas" de ensino e sua interface com a doc?ncia universit?ria |
author |
Vieira, Cristiane Ramos |
author_facet |
Vieira, Cristiane Ramos |
author_role |
author |
dc.contributor.advisor1.fl_str_mv |
Pereira, Marcos Villela |
dc.contributor.advisor1ID.fl_str_mv |
383.646.700-34 |
dc.contributor.advisor1Lattes.fl_str_mv |
http://buscatextual.cnpq.br/buscatextual/visualizacv.do?id=K4768824U5 |
dc.contributor.authorID.fl_str_mv |
593.425.100-78 |
dc.contributor.authorLattes.fl_str_mv |
http://buscatextual.cnpq.br/buscatextual/visualizacv.do?id=K4719950E9 |
dc.contributor.author.fl_str_mv |
Vieira, Cristiane Ramos |
contributor_str_mv |
Pereira, Marcos Villela |
dc.subject.por.fl_str_mv |
PEDAGOGIA UNIVERSIT?RIA ENSINO SUPERIOR EDUCA??O |
topic |
PEDAGOGIA UNIVERSIT?RIA ENSINO SUPERIOR EDUCA??O CIENCIAS HUMANAS::EDUCACAO |
dc.subject.cnpq.fl_str_mv |
CIENCIAS HUMANAS::EDUCACAO |
description |
Contemporary world is marked by challenges increasingly present in daily life, whether in individual contexts, collective, informal or professional. It is intense and dynamic the process changes and innovations incorporated into the daily life of individuals and this trend is easily seen in the context of high education, which challenged to transform to meet the needs of the new social setting that appears, goes through a quite intense movement of discussion about its meaning and its functions. This research, which has the problem: What is the meaning of "good practices" in teaching and how this concept is reflected in teaching activities, characterized by a qualitative approach and the study subjects were six graduate teachers of a University of Vale dos Sinos, in Rio Grande do Sul. Responding to the problem of this research, meaning that the teacher gives the concept of best practices reflected in the practice of this teacher when he reproduces what he considers assertive and that is quite particular for its expertise in the specific area, the evaluation received from students and his own conception of the learning and teaching. The study also points out the need for a reflection on this practice, proposed by teaching staff through the University Education in a training space that includes the movement of "action-reflection-action" in line with their own education policies institution researched. |
publishDate |
2016 |
dc.date.issued.fl_str_mv |
2016-03-11 |
dc.date.accessioned.fl_str_mv |
2017-03-03T19:06:50Z |
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doctoralThesis |
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publishedVersion |
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http://tede2.pucrs.br/tede2/handle/tede/7140 |
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http://tede2.pucrs.br/tede2/handle/tede/7140 |
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por |
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por |
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600 600 600 600 |
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