Processo [trans]formativo em rede: o professor principiante na educação superior

• Ano de defesa: 2016
• Autor(a) principal: Nunes, Janilse Fernandes
• Orientador(a): Isaia, Silvia Maria de Aguiar
• Banca de defesa: Bolzan, Doris Pires Vargas , Oliveira, Valeska Maria Fortes de , Corte, Marilene Gabriel Dalla , Romanowski, Joana Paulin , Cunha, Maria Isabel da
• Tipo de documento: Tese
• Tipo de acesso: Acesso aberto
• Idioma: por
• Instituição de defesa: Universidade Federal de Santa Maria
• Programa de Pós-Graduação: Programa de Pós-Graduação em Educação
• Departamento: Educação
• País: BR
• Palavras-chave em Português: Início da carreira docente; Professor principiante; Educação superior; Processo formativo
• Palavras-chave em Inglês: Beginning of teaching carrier; Beginner professor; Higher education; Formative process
• Área do conhecimento CNPq: CNPQ::CIENCIAS HUMANAS::EDUCACAO
• Link de acesso: http://repositorio.ufsm.br/handle/1/3515

This doctoral dissertation is associated to the Federal University of Santa Maria (UFSM), to the Graduate Program on Education, Research Line 1 (LP1): Formation, Knowledge, and Professional Development. This dissertation focused on the interpretation and reflection about the career trajectories of professors beginning in the higher education system. The processes which they experienced in two institutions, a Brazilian and a Spanish, through institutionalized training programs, were analyzed. The present research comprised a complex proposal of a network [trans]formative process, whose methodological processes were based on a qualitative approach and multiple case studies. The methods included exploratory questionnaires and narrative interviews aiming to analyze the contributions of the educational assistance programs on the training processes of beginner professors of two higher education institutions. The research focused on the understanding that the professional development of beginner professors requires a network institutionalized program, working as propellant to emerging reflections on the docent practice. This program is build up by interactions among protagonists, which creates a learning community that qualifies the teaching and promotes a collective intelligence and a mutual learning among mentors, trainers, and beginner professors. Thus, it institutionalizes a formative process, based on a [trans]formative network, through interactions and permanent reflections on the university teaching. The results indicated a need to build a training proposal focused on teaching induction. For that, an initial proposal on the creation of a [trans]formative process was established, in which the professor is challenged to develop a self-formation ability. In this way, the formative process moves towards a [trans]formative process, in which the transformation includes a self-reflection analysis on the different teaching dimensions.