A responsabilidade como princípio ético no contexto da educação superior

• Ano de defesa: 2020
• Autor(a) principal: Marques, Raquel Machado Gomes
• Orientador(a): Síveres, Luíz
• Tipo de documento: Dissertação
• Tipo de acesso: Acesso aberto
• Idioma: por
• Instituição de defesa: Universidade Católica de Brasília
• Programa de Pós-Graduação: Programa Stricto Sensu em Educação
• Departamento: Escola de Educação, Tecnologia e Comunicação
• País: Brasil
• Palavras-chave em Português: Ética; Docente; Responsabilidade; Educação superior
• Palavras-chave em Inglês: College education; Responsibility; Teacher; Ethic
• Área do conhecimento CNPq: CNPQ::CIENCIAS HUMANAS::EDUCACAO
• Link de acesso: https://bdtd.ucb.br:8443/jspui/handle/tede/2868

This dissertation aims to investigate the conception and practice of professors at a private University in the Federal District on the ethical principle of personal, professional and collective responsibility for the training of students in the context of postmodernity. The theme emerged from the author's professional experiences in her teaching practice, as well as reflections from theoretical references. The research started from the characterization of post-modernity and the problematic ethical crisis and went on to the conceptualization of ethics and its investigation in contemporary times. Then, we reflected on responsibility as an ethical principle, proposing it as the guiding ethical principle of higher education, which permeates teaching practice and student learning. We argue that the role of higher education and, more specifically, of universities is not only the preparation of the student for his performance as a professional technician, but his training as a citizen, in order to contribute to society and its transformation. We hypothesize that the teaching intentionality in the teachinglearning process is fundamental so that a teacher responsible for himself, for the other and for the world can raise responsibility as an ethical principle in student education. The research approach was qualitative, and the method used for empirical research, the case study. We used the documentary research technique of the Charter of Principles, General Regulation, General Regulation of Graduation and Pedagogical Political Project of the studied institution, the interview technique with six professors in the Humanities area, with at least five years of experience in the classroom. class, and the observation technique in a class by each of the teachers interviewed. The collected data were assessed based on the analysis of thematic-categorical content, proposed by Bardin (1977). Based on the results and discussions, we confirm the importance of the mission of education and citizenship that involves universities, even in the midst of the postmodern context, and we realize that the incentive to responsibility goes beyond the scope of reflective classes in the discipline of ethics. Such incentive permeates academic culture, teaching intentionality and the transformation of space into a place, with meaning and creation of lasting and remarkable bonds, in a process that allows the individual to reflect on their own actions with autonomy and an understanding of the sense of belonging to a community.