Formação didático-pedagógica de professores e a docência no ensino superior

• Ano de defesa: 2020
• Autor(a) principal: Queiros, Gean Breda
• Orientador(a): Aroeira, Kalline Pereira
• Banca de defesa: Pimenta, Selma Garrido , Silva, Itamar Mendes da
• Tipo de documento: Dissertação
• Tipo de acesso: Acesso aberto
• Idioma: por
• Instituição de defesa: Universidade Federal do Espírito Santo; Mestrado Profissional em Educação
• Programa de Pós-Graduação: Programa de Pós Graduação de Mestrado Profissional em Educação
• Departamento: Centro de Educação
• País: BR
• Palavras-chave em Português: Formação de Professores; Docência no Ensino Superior; Didática no Ensino Superior
• Área do conhecimento CNPq: Educação
• Link de acesso: http://repositorio.ufes.br/handle/10/14399

This study analyzes that conceptions professor who work in higher bachelor’s and undergraduate courses have about teaching and what they think about issues related to their didactic-pedagogical development. Specifically, it researches the contributions of studies that focus on reflections on teacher education in higher education; discusses the role of didactics in teacher education in higher education and proposes a device to plan development processes considering the action and development practices aimed at this level of education. The theoretical framework is based on the discussion of recente studies on the Formation of Teachers in Higher Education, Didactics and the dialogue with the production published in the main events in the area of education on the subject. The methodology adopted is of a qualitative nature, using bibliographic research and the application of a questionnaire to characterize the participant and a semi-structured interview with 12 professors from a private higher education institution in the northwest region of the state of Espírito Santo. It uses content analysis and data interpretation in the light of the theoretical frameworks assumed in the research. The results indicate difficulties on the part of the participating teachers in relation to the systematization of concepts and themes related to didactic-pedagogical issues in their teaching activity. The discussions on the subject highlight the relevance of implementing projects or programs that favor the didactic-pedagogical development of teachers who are teaching in higher education. As main conclusions, we apprehend that investments in teacher professional organization, but that there is a need for the action of the higher education institution in this context, organizing and offering, in this way, possibilities for continuous development, as well as opportunities for teachers to expand and strengthen their didactic and pedagogical development.