Formação para a docência universitária e a sua contribuição para o desenvolvimento dos profissionais do magistério superior

• Ano de defesa: 2015
• Autor(a) principal: Simões, Ana Maria de Lima
• Orientador(a): Rodrigues, Maxweel Veras
• Tipo de documento: Dissertação
• Tipo de acesso: Acesso aberto
• Idioma: por
• Instituição de defesa: www.teses.ufc.br
• Palavras-chave em Português: Desafios; Gestão; Professores universitários - Formação - Avalição - Fortaleza(CE) - 2009-2013; Universidade Federal do Ceará - Corpo docente - Avaliação - 2009-2013; Comunidade de Cooperação e Aprendizagem Significativa
• Link de acesso: http://www.repositorio.ufc.br/handle/riufc/12700

Higher education contributes with the society's emancipation and development, since it was based on constant updating of their didactic, technological and human contents. To allow a university fully develops its function of spirit scientific, reflective thought and incentive cultural creation is necessary that lectures been aware and prepared for challenges of higher magisterium. Because of that, the Universidade Federal do Ceará, since 2009, institute the Comunidade de Cooperação e AprendizagemSignificativa (CASa) as a formation program for undergraduate teaching with the purpose to collaborate with their newly professors. After a cycle of CASa’s actions (between 2009 and 2013), it is opportune analyze if their participants professors considered relevant the propose activities. With the purpose to understand the formation program offered by UFC, a study case about it is applied to an instrument of research in a sample of professors, whose entrance were between 2009 and 2013 and localized in Fortaleza, was realized. Futhermore, a method with six stages was elaborated to analyze if the assumptions of docents formation has contributed for the professional development of newly professors, according to their perspectives. In spite of difficulties related to volume of tasks with docent rotine and professors’ lack of time, the majority recognize that activities related to UFC’s formation program (CASa) contribute for his professional development to allow a collective reflection about matters related to many areas of knowledge. In this way, according to participant professors of this research became possible to assuage the challenges of professional routine of newly professors at UFC.