O desenvolvimento da docência nas engenharias: um estudo na universidade federal de campina grande (UFCG)
Ano de defesa: | 2011 |
---|---|
Autor(a) principal: | |
Orientador(a): | |
Banca de defesa: | |
Tipo de documento: | Dissertação |
Tipo de acesso: | Acesso aberto |
Idioma: | por |
Instituição de defesa: |
Universidade Federal do Rio Grande do Norte
|
Programa de Pós-Graduação: |
Programa de Pós-Graduação em Educação
|
Departamento: |
Educação
|
País: |
BR
|
Palavras-chave em Português: | |
Palavras-chave em Inglês: | |
Área do conhecimento CNPq: | |
Link de acesso: | https://repositorio.ufrn.br/jspui/handle/123456789/14453 |
Resumo: | This research has the objective of studying the teacher-engineers awareness regarding their teaching practice of courses Civil, Electrical and Materials at the Federal University of Campina Grande. It presents and analyses major themes concerning the teaching work. At the same time, it pinpoints the need to develop good teaching practice in higher education. The study is based on the concepts of bricolage (KINCHELOE; BERRY, 2007) and multi-referentiality (ARDOINO, 1998). The Case Study procedure was adopted as an investigation strategy (YIN, 2004; AFONSO, 2005). The data collection was done through the application of questionnaires based on the teacher education paradigms (ZEICHNER, 1983; SACRISTAN, 1998; ALTET, 2001; BRÜTTEN, 2008). The theoretical background for the thematic axis is oriented by reflections on university teaching (MASETTO, 2003; 2007; ZABALZA, 2004; CUNHA et al, 2005; GRILLO, 2008; PIMENTA; ANASTASIOU, 2010 ); on Engineering teaching (BAZZO, 2001; MASETTO, 2009) and on the present-day relationship between educational policies and higher education (MENEZES, 2001; SANTOS, 1995;2005; BOSI, 2007). The data analysis was done by means of a quantitative and qualitative approach (SAMPIERI; COLLADO; LUCIO, 2006), allow us to understand how the teachers surveyed live their professional activity. The results make it possible to generalize that the teacher-engineers give value to research as part of their teacher education and they view the university pedagogy as an important aspect to improve their practice. A considerable number of them is interested in being part of reflection groups, aiming to enhance teaching at higher education. The teacher-engineers dedicate themselves to university teaching without sharing their experience with other teachers, consolidating a present tendency seen in the international and national literature. They tend to apply a pedagogy originated from their daily teaching practice, because they believe that teaching is perfected through practice, though they admit that practice alone is not sufficient for professional development. In the view of most informants, good teaching requires willingness, along with the political element, the mastery of the lesson contents and familiarity with the discipline objectives, if we regard teachers as advisors in the educational process. Throughout the teaching process, the teachers use diversified pedagogical strategies, such as contextualization and exemplification of the lesson contents, epistemological basis in the scientific field, and group work. They do not share any bond of relationship between them and the students, though they consider it important. In general terms, they lack preparation for university teaching and no involvement or interest in institutional issues, by supporting and improving the teaching quality |
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Dantas, Cecilia Maria Macedohttp://lattes.cnpq.br/2582939112382038http://lattes.cnpq.br/4100091332162686Lira, André Augusto Dinizhttp://lattes.cnpq.br/8891017471432810Mendes, Iran Abreuhttp://buscatextual.cnpq.br/buscatextual/visualizacv.do?id=K4704236U8Baldi, Elena Mabel Brutten2014-12-17T14:36:32Z2012-09-272014-12-17T14:36:32Z2011-06-13DANTAS, Cecilia Maria Macedo. O desenvolvimento da docência nas engenharias: um estudo na universidade federal de campina grande (UFCG). 2011. 122 f. Dissertação (Mestrado em Educação) - Universidade Federal do Rio Grande do Norte, Natal, 2011.https://repositorio.ufrn.br/jspui/handle/123456789/14453This research has the objective of studying the teacher-engineers awareness regarding their teaching practice of courses Civil, Electrical and Materials at the Federal University of Campina Grande. It presents and analyses major themes concerning the teaching work. At the same time, it pinpoints the need to develop good teaching practice in higher education. The study is based on the concepts of bricolage (KINCHELOE; BERRY, 2007) and multi-referentiality (ARDOINO, 1998). The Case Study procedure was adopted as an investigation strategy (YIN, 2004; AFONSO, 2005). The data collection was done through the application of questionnaires based on the teacher education paradigms (ZEICHNER, 1983; SACRISTAN, 1998; ALTET, 2001; BRÜTTEN, 2008). The theoretical background for the thematic axis is oriented by reflections on university teaching (MASETTO, 2003; 2007; ZABALZA, 2004; CUNHA et al, 2005; GRILLO, 2008; PIMENTA; ANASTASIOU, 2010 ); on Engineering teaching (BAZZO, 2001; MASETTO, 2009) and on the present-day relationship between educational policies and higher education (MENEZES, 2001; SANTOS, 1995;2005; BOSI, 2007). The data analysis was done by means of a quantitative and qualitative approach (SAMPIERI; COLLADO; LUCIO, 2006), allow us to understand how the teachers surveyed live their professional activity. The results make it possible to generalize that the teacher-engineers give value to research as part of their teacher education and they view the university pedagogy as an important aspect to improve their practice. A considerable number of them is interested in being part of reflection groups, aiming to enhance teaching at higher education. The teacher-engineers dedicate themselves to university teaching without sharing their experience with other teachers, consolidating a present tendency seen in the international and national literature. They tend to apply a pedagogy originated from their daily teaching practice, because they believe that teaching is perfected through practice, though they admit that practice alone is not sufficient for professional development. In the view of most informants, good teaching requires willingness, along with the political element, the mastery of the lesson contents and familiarity with the discipline objectives, if we regard teachers as advisors in the educational process. Throughout the teaching process, the teachers use diversified pedagogical strategies, such as contextualization and exemplification of the lesson contents, epistemological basis in the scientific field, and group work. They do not share any bond of relationship between them and the students, though they consider it important. In general terms, they lack preparation for university teaching and no involvement or interest in institutional issues, by supporting and improving the teaching qualityEsta pesquisa tem por objeto de estudo conhecer a percepção da prática de ensino dos docentes-engenheiros dos cursos de Engenharia Civil, Elétrica e de Materiais da Universidade Federal de Campina Grande (UFCG). Apresenta e analisa temas importantes do trabalho docente sobre o ensino que desenvolvem. Paralelamente, identifica as necessidades para uma boa prática na universidade. Do ponto de vista dos aportes teórico-metodológicos, orientam o estudo conceitos como de bricolagem (KINCHELOE; BERRY, 2007) e de multirreferencialidade (ARDOINO, 1998). Como estratégia de investigação, adota-se o Estudo de Caso (YIN, 2004; AFONSO, 2005). O levantamento dos dados foi realizado através de questionário padronizado fundamentado nos paradigmas formativos dos docentes (ZEICHNER, 1983; SACRISTAN, 1998; ALTET, 2001; BRÜTTEN, 2008). O referencial teórico dos eixos temáticos está orientado pelas reflexões sobre docência universitária (MASETTO, 2003; 2007; ZABALZA, 2004; CUNHA et al, 2005; GRILLO, 2008; PIMENTA; ANASTASIOU, 2010); sobre o ensino de Engenharia (BAZZO, 2001; MASETTO, 2009) e sobre as relações entre políticas educacionais e ensino superior no contexto atual (MENEZES, 2001; SANTOS,1995; 2005; BOSI, 2007;). A análise dos dados, apoiada na abordagem quantitativa e qualitativa (SAMPIERI; COLLADO; LUCIO, 2006) nos permite entender como professores pesquisados vivenciam sua atividade de ensino. As conclusões nos permitem generalizar num momento preliminar que valorizam a pesquisa como componente da formação docente e consideram a pedagogia universitária importante para aperfeiçoar a prática. Grande parte tem interesse em participar de grupos de reflexão institucionais, visando à melhoria da docência universitária. Dedicam-se à prática docente universitária sem partilhar com outros docentes, consolidando uma tendência já registrada na literatura internacional e nacional. Tendem a experimentar uma pedagogia da prática construída no cotidiano, pois acreditam que a docência se aprende com a prática, embora reconheçam não é suficiente para o desenvolvimento profissional. Na visão da maior parte dos sujeitos respondentes, para o exercício da boa docência são necessários elementos inerentes à atitude de boa vontade, aliados ao componente político, ao domínio do conteúdo e ao conhecimento dos objetivos das disciplinas enquanto orientadores da formação discente. No exercício da docência utilizam estratégias pedagógicas variadas, como a contextualização e a exemplificação dos conteúdos ministrados, a fundamentação epistemológica do campo científico e o trabalho em grupo. Não apresentam consenso quanto ao vínculo estabelecido entre eles e os alunos, embora considerem importante a participação destes. Em temos gerais, manifestam uma ausência da preparação para a docência universitária e pouco investimento e interesse, em termos institucionais, em dar apoio ao desenvolvimento da qualidade do ensinoConselho Nacional de Desenvolvimento Científico e Tecnológicoapplication/pdfporUniversidade Federal do Rio Grande do NortePrograma de Pós-Graduação em EducaçãoUFRNBREducaçãoEnsino superiorPrática pedagógicaDocente-engenheiroUniversity teachingPedagogical practiceTeacher-engineerCNPQ::CIENCIAS HUMANAS::EDUCACAOO desenvolvimento da docência nas engenharias: um estudo na universidade federal de campina grande (UFCG)info:eu-repo/semantics/publishedVersioninfo:eu-repo/semantics/masterThesisinfo:eu-repo/semantics/openAccessreponame:Repositório Institucional da UFRNinstname:Universidade Federal do Rio Grande do Norte (UFRN)instacron:UFRNORIGINALCeciliaMMD_DISSERT.pdfapplication/pdf1108017https://repositorio.ufrn.br/bitstream/123456789/14453/1/CeciliaMMD_DISSERT.pdf0766ea599363b6cce82cca9e7361e5caMD51TEXTCeciliaMMD_DISSERT.pdf.txtCeciliaMMD_DISSERT.pdf.txtExtracted texttext/plain209128https://repositorio.ufrn.br/bitstream/123456789/14453/6/CeciliaMMD_DISSERT.pdf.txt2758bf1774845a7b2bbff5b99f23dff3MD56THUMBNAILCeciliaMMD_DISSERT.pdf.jpgCeciliaMMD_DISSERT.pdf.jpgIM Thumbnailimage/jpeg2343https://repositorio.ufrn.br/bitstream/123456789/14453/7/CeciliaMMD_DISSERT.pdf.jpgc853ee7ce126db65d448acd587045d49MD57123456789/144532017-11-01 22:07:44.735oai:https://repositorio.ufrn.br:123456789/14453Repositório de PublicaçõesPUBhttp://repositorio.ufrn.br/oai/opendoar:2017-11-02T01:07:44Repositório Institucional da UFRN - Universidade Federal do Rio Grande do Norte (UFRN)false |
dc.title.por.fl_str_mv |
O desenvolvimento da docência nas engenharias: um estudo na universidade federal de campina grande (UFCG) |
title |
O desenvolvimento da docência nas engenharias: um estudo na universidade federal de campina grande (UFCG) |
spellingShingle |
O desenvolvimento da docência nas engenharias: um estudo na universidade federal de campina grande (UFCG) Dantas, Cecilia Maria Macedo Ensino superior Prática pedagógica Docente-engenheiro University teaching Pedagogical practice Teacher-engineer CNPQ::CIENCIAS HUMANAS::EDUCACAO |
title_short |
O desenvolvimento da docência nas engenharias: um estudo na universidade federal de campina grande (UFCG) |
title_full |
O desenvolvimento da docência nas engenharias: um estudo na universidade federal de campina grande (UFCG) |
title_fullStr |
O desenvolvimento da docência nas engenharias: um estudo na universidade federal de campina grande (UFCG) |
title_full_unstemmed |
O desenvolvimento da docência nas engenharias: um estudo na universidade federal de campina grande (UFCG) |
title_sort |
O desenvolvimento da docência nas engenharias: um estudo na universidade federal de campina grande (UFCG) |
author |
Dantas, Cecilia Maria Macedo |
author_facet |
Dantas, Cecilia Maria Macedo |
author_role |
author |
dc.contributor.authorID.por.fl_str_mv |
|
dc.contributor.authorLattes.por.fl_str_mv |
http://lattes.cnpq.br/2582939112382038 |
dc.contributor.advisorID.por.fl_str_mv |
|
dc.contributor.advisorLattes.por.fl_str_mv |
http://lattes.cnpq.br/4100091332162686 |
dc.contributor.referees1.pt_BR.fl_str_mv |
Lira, André Augusto Diniz |
dc.contributor.referees1ID.por.fl_str_mv |
|
dc.contributor.referees1Lattes.por.fl_str_mv |
http://lattes.cnpq.br/8891017471432810 |
dc.contributor.referees2.pt_BR.fl_str_mv |
Mendes, Iran Abreu |
dc.contributor.referees2ID.por.fl_str_mv |
|
dc.contributor.referees2Lattes.por.fl_str_mv |
http://buscatextual.cnpq.br/buscatextual/visualizacv.do?id=K4704236U8 |
dc.contributor.author.fl_str_mv |
Dantas, Cecilia Maria Macedo |
dc.contributor.advisor1.fl_str_mv |
Baldi, Elena Mabel Brutten |
contributor_str_mv |
Baldi, Elena Mabel Brutten |
dc.subject.por.fl_str_mv |
Ensino superior Prática pedagógica Docente-engenheiro |
topic |
Ensino superior Prática pedagógica Docente-engenheiro University teaching Pedagogical practice Teacher-engineer CNPQ::CIENCIAS HUMANAS::EDUCACAO |
dc.subject.eng.fl_str_mv |
University teaching Pedagogical practice Teacher-engineer |
dc.subject.cnpq.fl_str_mv |
CNPQ::CIENCIAS HUMANAS::EDUCACAO |
description |
This research has the objective of studying the teacher-engineers awareness regarding their teaching practice of courses Civil, Electrical and Materials at the Federal University of Campina Grande. It presents and analyses major themes concerning the teaching work. At the same time, it pinpoints the need to develop good teaching practice in higher education. The study is based on the concepts of bricolage (KINCHELOE; BERRY, 2007) and multi-referentiality (ARDOINO, 1998). The Case Study procedure was adopted as an investigation strategy (YIN, 2004; AFONSO, 2005). The data collection was done through the application of questionnaires based on the teacher education paradigms (ZEICHNER, 1983; SACRISTAN, 1998; ALTET, 2001; BRÜTTEN, 2008). The theoretical background for the thematic axis is oriented by reflections on university teaching (MASETTO, 2003; 2007; ZABALZA, 2004; CUNHA et al, 2005; GRILLO, 2008; PIMENTA; ANASTASIOU, 2010 ); on Engineering teaching (BAZZO, 2001; MASETTO, 2009) and on the present-day relationship between educational policies and higher education (MENEZES, 2001; SANTOS, 1995;2005; BOSI, 2007). The data analysis was done by means of a quantitative and qualitative approach (SAMPIERI; COLLADO; LUCIO, 2006), allow us to understand how the teachers surveyed live their professional activity. The results make it possible to generalize that the teacher-engineers give value to research as part of their teacher education and they view the university pedagogy as an important aspect to improve their practice. A considerable number of them is interested in being part of reflection groups, aiming to enhance teaching at higher education. The teacher-engineers dedicate themselves to university teaching without sharing their experience with other teachers, consolidating a present tendency seen in the international and national literature. They tend to apply a pedagogy originated from their daily teaching practice, because they believe that teaching is perfected through practice, though they admit that practice alone is not sufficient for professional development. In the view of most informants, good teaching requires willingness, along with the political element, the mastery of the lesson contents and familiarity with the discipline objectives, if we regard teachers as advisors in the educational process. Throughout the teaching process, the teachers use diversified pedagogical strategies, such as contextualization and exemplification of the lesson contents, epistemological basis in the scientific field, and group work. They do not share any bond of relationship between them and the students, though they consider it important. In general terms, they lack preparation for university teaching and no involvement or interest in institutional issues, by supporting and improving the teaching quality |
publishDate |
2011 |
dc.date.issued.fl_str_mv |
2011-06-13 |
dc.date.available.fl_str_mv |
2012-09-27 2014-12-17T14:36:32Z |
dc.date.accessioned.fl_str_mv |
2014-12-17T14:36:32Z |
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info:eu-repo/semantics/publishedVersion |
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info:eu-repo/semantics/masterThesis |
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masterThesis |
status_str |
publishedVersion |
dc.identifier.citation.fl_str_mv |
DANTAS, Cecilia Maria Macedo. O desenvolvimento da docência nas engenharias: um estudo na universidade federal de campina grande (UFCG). 2011. 122 f. Dissertação (Mestrado em Educação) - Universidade Federal do Rio Grande do Norte, Natal, 2011. |
dc.identifier.uri.fl_str_mv |
https://repositorio.ufrn.br/jspui/handle/123456789/14453 |
identifier_str_mv |
DANTAS, Cecilia Maria Macedo. O desenvolvimento da docência nas engenharias: um estudo na universidade federal de campina grande (UFCG). 2011. 122 f. Dissertação (Mestrado em Educação) - Universidade Federal do Rio Grande do Norte, Natal, 2011. |
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Universidade Federal do Rio Grande do Norte |
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