A docência no ensino superior de Administração: o paradigma do professor reflexivo

• Ano de defesa: 2005
• Autor(a) principal: Paiva, Dieter Sergei Sardeli de
• Orientador(a): Naves, Marisa Lomônaco de Paula
• Banca de defesa: Laffin, Marcos , Marques, Mara Rubia Alves
• Tipo de documento: Dissertação
• Tipo de acesso: Acesso aberto
• Idioma: por
• Instituição de defesa: Universidade Federal de Uberlândia
• Programa de Pós-Graduação: Programa de Pós-graduação em Educação
• Departamento: Ciências Humanas
• País: BR
• Palavras-chave em Português: Administração; Educação; Ensino superior; Professor reflexivo; Professores - Formação; Professores universitários
• Palavras-chave em Inglês: Management; Education; High school; Reflexive teacher
• Área do conhecimento CNPq: CNPQ::CIENCIAS HUMANAS::EDUCACAO
• Link de acesso: https://repositorio.ufu.br/handle/123456789/13817

The aim of this search is to investigate the occurrence of reflexivity phenomenon as it was developed by Donald Shön (1992), among Management graduated college professors. The goal was to unveil, in spite of the rational basis which characterizes this kind of professional, their own-reflexive capacity, in order to understand the formation possibilities to the reflexive practice exercise in professors environment. The search uses a qualitative approach, in which is clear the option for an epistomological reference associated to post modernity and to the reflexive teacher concept. Half-guided interviews were done to six both sexes professors in Management Course in Federal University of Uberlandia, Minas Gerais. These professors have wide experience in docent academic environment. Data analysis shows that there are limitations to a reflexive practice among the Management professors, mainly when one observes the theoretical management approaches and the weak preparation in the pedagogical knowledge, but it is also possible to find and to characterize a half-consolidated reflexivity, as a fruit from personal experiences and routes; The conclusion is that it is possible to insert the reflexive teacher perspective in continued formation programs in this area as well it is configured as an opportunity for personal development of the professors in this area.