Processos constitutivos da docência superior: saberes e fazeres de professores de fisioterapia
Ano de defesa: | 2009 |
---|---|
Autor(a) principal: | |
Orientador(a): | |
Banca de defesa: | , , |
Tipo de documento: | Dissertação |
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: | |
Palavras-chave em Inglês: | |
Área do conhecimento CNPq: | |
Link de acesso: | http://repositorio.ufsm.br/handle/1/6869 |
Resumo: | This research is inserted in Line of Formation, Knowledge and Teacher Professional Development , of the Education Master s Degree at Universidade Federal de Santa Maria, and had as main goal to understand how occurs the constituent processes of higher education for teachers physiotherapists who acts in the Course of Physical Therapy, in the context of the Universidade Federal de Santa Maria, concerning the integration between the knowledge acquired in graduation and the knowledge of teaching higher. Of this goal result three specific objectives, that are: understanding how occurs the formation process of the teachers physiotherapists; recognize which knowledge the Physical Therapy s teachers mobilizes in their pedagogical action; understand how teachers physiotherapists narrate the integration between knowledge of the graduate to the knowledge necessary for teaching practice. The theoretical contribution was composed by studies that concerns of the theme Higher Education / University Pedagogy (Zabalza, 2004; Garcia, 1999; Lucarelli, 2004, 2008; Anastasiou, 2002, 2007; Anastasiou e Alves, 2003; Pimenta e Anastasiou, 2005; Tardif, 2002; Cunha, 2004; Bolzan, 2008; Isaia e Bolzan, 2004, 2006, 2007; Bolzan e Isaia, 2006, entre outros) and authors that treats of the Physiotherapy and its trajectory (Rebelatto e Botomé, 2008; Haddad et al., 2006; Andrade, Lemos e Dall Ago, 2006), among others. To achieve the goals, we conducted a search of the type qualitative narrative, whose tools of data collection were narrative interviews, realized from a guide of topics. The people were six teachers of the UFSM s course of Physiotherapy. Besides the interviews, we request each teacher to available the didactic material of their discipline, to complement the analysis of narratives. Made part of the analysis as the background, the Pedagogic Project of the course of Physiotherapy. Through the content analysis it was possible to build three categories. The strength of the graduation of physical therapist was characterized by elements that showed the importance attached to the practice of the profession for the teaching role, when the subjects showed a large appreciation of the professional knowledge, or when give prominence mobilizing elements of teaching, related to Physiotherapy. Challenges facing the teaching was marked by the recurrence of elements that showed the difficulties of the teachers in front of teaching performance, at the beginning of their career in this profession for which were not initially prepared, or at their continued exercise, when they reporting practices and concepts that courses to the traditional model of education. The category learning to be a teacher presented evidence narratives of a learning process teaching, demonstrating a capability in the teaching of these people in the direction of processes of teaching and learning that take into account the people learners, especially favored by DCN for courses of Physiotherapy (2002). We understand that the constitutive processes of the higher education, for teachers physiotherapists, occur in the entwine of knowledge of the profession and the knowledge learned of the and about teaching, which occurs across the course of trajectory oh these teachers. This process is stimulated when there is the possibility of sharing between people, so that the reflection on their actions promotes an awareness of them and thus its transformation. |
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2009-08-282009-08-282009-07-13AUSTRIA, Verônica Cardoso. Constitutive processes of teaching higher: knowledge and makes of physiotherapy s teachers. 2009. 160 f. Dissertação (Mestrado em Educação) - Universidade Federal de Santa Maria, Santa Maria, 2009.http://repositorio.ufsm.br/handle/1/6869This research is inserted in Line of Formation, Knowledge and Teacher Professional Development , of the Education Master s Degree at Universidade Federal de Santa Maria, and had as main goal to understand how occurs the constituent processes of higher education for teachers physiotherapists who acts in the Course of Physical Therapy, in the context of the Universidade Federal de Santa Maria, concerning the integration between the knowledge acquired in graduation and the knowledge of teaching higher. Of this goal result three specific objectives, that are: understanding how occurs the formation process of the teachers physiotherapists; recognize which knowledge the Physical Therapy s teachers mobilizes in their pedagogical action; understand how teachers physiotherapists narrate the integration between knowledge of the graduate to the knowledge necessary for teaching practice. The theoretical contribution was composed by studies that concerns of the theme Higher Education / University Pedagogy (Zabalza, 2004; Garcia, 1999; Lucarelli, 2004, 2008; Anastasiou, 2002, 2007; Anastasiou e Alves, 2003; Pimenta e Anastasiou, 2005; Tardif, 2002; Cunha, 2004; Bolzan, 2008; Isaia e Bolzan, 2004, 2006, 2007; Bolzan e Isaia, 2006, entre outros) and authors that treats of the Physiotherapy and its trajectory (Rebelatto e Botomé, 2008; Haddad et al., 2006; Andrade, Lemos e Dall Ago, 2006), among others. To achieve the goals, we conducted a search of the type qualitative narrative, whose tools of data collection were narrative interviews, realized from a guide of topics. The people were six teachers of the UFSM s course of Physiotherapy. Besides the interviews, we request each teacher to available the didactic material of their discipline, to complement the analysis of narratives. Made part of the analysis as the background, the Pedagogic Project of the course of Physiotherapy. Through the content analysis it was possible to build three categories. The strength of the graduation of physical therapist was characterized by elements that showed the importance attached to the practice of the profession for the teaching role, when the subjects showed a large appreciation of the professional knowledge, or when give prominence mobilizing elements of teaching, related to Physiotherapy. Challenges facing the teaching was marked by the recurrence of elements that showed the difficulties of the teachers in front of teaching performance, at the beginning of their career in this profession for which were not initially prepared, or at their continued exercise, when they reporting practices and concepts that courses to the traditional model of education. The category learning to be a teacher presented evidence narratives of a learning process teaching, demonstrating a capability in the teaching of these people in the direction of processes of teaching and learning that take into account the people learners, especially favored by DCN for courses of Physiotherapy (2002). We understand that the constitutive processes of the higher education, for teachers physiotherapists, occur in the entwine of knowledge of the profession and the knowledge learned of the and about teaching, which occurs across the course of trajectory oh these teachers. This process is stimulated when there is the possibility of sharing between people, so that the reflection on their actions promotes an awareness of them and thus its transformation.Esta pesquisa insere-se na Linha Formação, Saberes e Desenvolvimento Profissional Docente, do Programa de Pós-Graduação em Educação da UFSM e teve como objetivo principal compreender como ocorrem os processos constitutivos da docência superior para os professores fisioterapeutas que atuam no Curso de Fisioterapia, no contexto da Universidade Federal de Santa Maria, tendo em vista a integração entre os saberes adquiridos na formação inicial e os saberes da docência superior. Desse objetivo decorreram três objetivos específicos, que são: compreender como ocorre o processo formativo dos professores fisioterapeutas, explicitado através de suas narrativas; reconhecer quais saberes os professores de Fisioterapia mobilizam na sua ação pedagógica; compreender como os docentes fisioterapeutas explicitam em suas narrativas a integração entre saberes da formação profissional aos saberes necessários à prática docente. O aporte teórico constituiu-se por estudos que tratam da temática referente ao Ensino Superior e à Pedagogia Universitária (Zabalza, 2004; Garcia, 1999; Lucarelli, 2004, 2008; Anastasiou, 2002, 2007; Anastasiou e Alves, 2003; Pimenta e Anastasiou, 2005; Tardif, 2002; Cunha, 2004; Bolzan, 2008; Isaia e Bolzan, 2004, 2006, 2007; Bolzan e Isaia, 2006, entre outros) e autores que tratam da Fisioterapia e sua trajetória (Rebelatto e Botomé, 2008; Haddad et al., 2006; Andrade, Lemos e Dall Ago, 2006), entre outros. Para alcançar os objetivos, realizamos uma pesquisa do tipo qualitativa narrativa, cujos instrumentos de coleta foram entrevistas narrativas, realizadas a partir de roteiro de tópicos-guia. Os sujeitos foram seis docentes do curso de Fisioterapia da UFSM. Além das entrevistas, solicitamos a cada sujeito que disponibilizasse o material didático de sua disciplina, a fim de complementar a análise das narrativas. Fez parte da análise, como pano de fundo, o projeto pedagógico do curso de Fisioterapia. Por meio da análise de conteúdo, foi possível construirmos três categorias. A força da formação de fisioterapeuta caracterizou-se por elementos que evidenciaram a importância atribuída à prática da profissão para a atuação docente, quando os sujeitos demonstraram uma grande valorização dos saberes profissionais, ou quando destacaram elementos mobilizadores da docência, relacionados à Fisioterapia. Desafios pedagógicos face à docência caracterizou-se pela recorrência de elementos que explicitaram as dificuldades dos professores de Fisioterapia frente à atividade docente, seja no início da carreira nesta profissão para a qual não foram, inicialmente, preparados, seja no exercício continuado da mesma, ao relatarem práticas e concepções que se direcionam ao modelo tradicional de ensino. Já a categoria Aprendendo a ser professor apresentou evidências narrativas de um processo de aprendizagem docente, demonstrando uma potencialidade presente na prática pedagógica destes sujeitos, na direção de processos de ensino e de aprendizagem que levam em conta os sujeitos aprendentes, sobretudo favorecidos pelas DCN para os cursos de Fisioterapia (2002). Compreendemos que os processos constitutivos da docência superior, para os professores fisioterapeutas, ocorrem no entrelaçamento de saberes próprios da profissão e de saberes aprendidos da e sobre a docência, o que se dá ao longo de toda a trajetória destes profissionais. Este processo é alavancado quando existe a possibilidade de compartilhamento entre os sujeitos, de maneira que a reflexão sobre suas ações favoreça uma tomada de consciência sobre as mesmas e, assim, a sua transformação.application/pdfporUniversidade Federal de Santa MariaPrograma de Pós-Graduação em EducaçãoUFSMBREducaçãoProcessos constitutivos da docência superiorSaberes docentes de fisioterapeutasAprendizagem da docênciaConstitutive processes of teaching higherTeachers knowledge of physiotherapistsLearning of teachingCNPQ::CIENCIAS HUMANAS::EDUCACAOProcessos constitutivos da docência superior: saberes e fazeres de professores de fisioterapiaConstitutive processes of teaching higher: knowledge and makes of physiotherapy s teachersinfo:eu-repo/semantics/publishedVersioninfo:eu-repo/semantics/masterThesisBolzan, Doris Pires Vargashttp://lattes.cnpq.br/3167841618840023Isaia, Silvia Maria de Aguiarhttp://lattes.cnpq.br/0954246692473735Barcelos, Valdo Hermes de Limahttp://lattes.cnpq.br/7447760896466057Cunha, Maria Isabel dahttp://lattes.cnpq.br/0157149133885713http://lattes.cnpq.br/6446665008810725Austria, Verônica Cardoso700800000006400500300500300300b44424f4-3a2c-42d2-af99-762aa9d1acde98e3c951-4323-4e97-9ea6-8e0c59ae9fcbedc3f0d9-cff4-4bfb-8570-b2e7d61934ce55adb33c-bbc1-4290-9f00-7f6c03ca2d872ae3f76c-3de5-4eea-95bb-54cca345d690info:eu-repo/semantics/openAccessreponame:Biblioteca Digital de Teses e Dissertações do UFSMinstname:Universidade Federal de Santa Maria (UFSM)instacron:UFSMORIGINALAUSTRIA, VERONICA CARDOSO.pdfapplication/pdf2332190http://repositorio.ufsm.br/bitstream/1/6869/1/AUSTRIA%2c%20VERONICA%20CARDOSO.pdf6cf364813afcf8200dca8a3f8c4d602cMD51TEXTAUSTRIA, VERONICA CARDOSO.pdf.txtAUSTRIA, VERONICA CARDOSO.pdf.txtExtracted texttext/plain307184http://repositorio.ufsm.br/bitstream/1/6869/2/AUSTRIA%2c%20VERONICA%20CARDOSO.pdf.txtd08d7c36cf843f9f41c2782a7df2b19fMD52THUMBNAILAUSTRIA, VERONICA CARDOSO.pdf.jpgAUSTRIA, VERONICA CARDOSO.pdf.jpgIM Thumbnailimage/jpeg5531http://repositorio.ufsm.br/bitstream/1/6869/3/AUSTRIA%2c%20VERONICA%20CARDOSO.pdf.jpg8b5df467bf9e707ad268637f32e5aa48MD531/68692023-05-08 09:29:15.942oai:repositorio.ufsm.br:1/6869Biblioteca Digital de Teses e Dissertaçõeshttps://repositorio.ufsm.br/ONGhttps://repositorio.ufsm.br/oai/requestatendimento.sib@ufsm.br||tedebc@gmail.comopendoar:2023-05-08T12:29:15Biblioteca Digital de Teses e Dissertações do UFSM - Universidade Federal de Santa Maria (UFSM)false |
dc.title.por.fl_str_mv |
Processos constitutivos da docência superior: saberes e fazeres de professores de fisioterapia |
dc.title.alternative.eng.fl_str_mv |
Constitutive processes of teaching higher: knowledge and makes of physiotherapy s teachers |
title |
Processos constitutivos da docência superior: saberes e fazeres de professores de fisioterapia |
spellingShingle |
Processos constitutivos da docência superior: saberes e fazeres de professores de fisioterapia Austria, Verônica Cardoso Processos constitutivos da docência superior Saberes docentes de fisioterapeutas Aprendizagem da docência Constitutive processes of teaching higher Teachers knowledge of physiotherapists Learning of teaching CNPQ::CIENCIAS HUMANAS::EDUCACAO |
title_short |
Processos constitutivos da docência superior: saberes e fazeres de professores de fisioterapia |
title_full |
Processos constitutivos da docência superior: saberes e fazeres de professores de fisioterapia |
title_fullStr |
Processos constitutivos da docência superior: saberes e fazeres de professores de fisioterapia |
title_full_unstemmed |
Processos constitutivos da docência superior: saberes e fazeres de professores de fisioterapia |
title_sort |
Processos constitutivos da docência superior: saberes e fazeres de professores de fisioterapia |
author |
Austria, Verônica Cardoso |
author_facet |
Austria, Verônica Cardoso |
author_role |
author |
dc.contributor.advisor1.fl_str_mv |
Bolzan, Doris Pires Vargas |
dc.contributor.advisor1Lattes.fl_str_mv |
http://lattes.cnpq.br/3167841618840023 |
dc.contributor.referee1.fl_str_mv |
Isaia, Silvia Maria de Aguiar |
dc.contributor.referee1Lattes.fl_str_mv |
http://lattes.cnpq.br/0954246692473735 |
dc.contributor.referee2.fl_str_mv |
Barcelos, Valdo Hermes de Lima |
dc.contributor.referee2Lattes.fl_str_mv |
http://lattes.cnpq.br/7447760896466057 |
dc.contributor.referee3.fl_str_mv |
Cunha, Maria Isabel da |
dc.contributor.referee3Lattes.fl_str_mv |
http://lattes.cnpq.br/0157149133885713 |
dc.contributor.authorLattes.fl_str_mv |
http://lattes.cnpq.br/6446665008810725 |
dc.contributor.author.fl_str_mv |
Austria, Verônica Cardoso |
contributor_str_mv |
Bolzan, Doris Pires Vargas Isaia, Silvia Maria de Aguiar Barcelos, Valdo Hermes de Lima Cunha, Maria Isabel da |
dc.subject.por.fl_str_mv |
Processos constitutivos da docência superior Saberes docentes de fisioterapeutas Aprendizagem da docência |
topic |
Processos constitutivos da docência superior Saberes docentes de fisioterapeutas Aprendizagem da docência Constitutive processes of teaching higher Teachers knowledge of physiotherapists Learning of teaching CNPQ::CIENCIAS HUMANAS::EDUCACAO |
dc.subject.eng.fl_str_mv |
Constitutive processes of teaching higher Teachers knowledge of physiotherapists Learning of teaching |
dc.subject.cnpq.fl_str_mv |
CNPQ::CIENCIAS HUMANAS::EDUCACAO |
description |
This research is inserted in Line of Formation, Knowledge and Teacher Professional Development , of the Education Master s Degree at Universidade Federal de Santa Maria, and had as main goal to understand how occurs the constituent processes of higher education for teachers physiotherapists who acts in the Course of Physical Therapy, in the context of the Universidade Federal de Santa Maria, concerning the integration between the knowledge acquired in graduation and the knowledge of teaching higher. Of this goal result three specific objectives, that are: understanding how occurs the formation process of the teachers physiotherapists; recognize which knowledge the Physical Therapy s teachers mobilizes in their pedagogical action; understand how teachers physiotherapists narrate the integration between knowledge of the graduate to the knowledge necessary for teaching practice. The theoretical contribution was composed by studies that concerns of the theme Higher Education / University Pedagogy (Zabalza, 2004; Garcia, 1999; Lucarelli, 2004, 2008; Anastasiou, 2002, 2007; Anastasiou e Alves, 2003; Pimenta e Anastasiou, 2005; Tardif, 2002; Cunha, 2004; Bolzan, 2008; Isaia e Bolzan, 2004, 2006, 2007; Bolzan e Isaia, 2006, entre outros) and authors that treats of the Physiotherapy and its trajectory (Rebelatto e Botomé, 2008; Haddad et al., 2006; Andrade, Lemos e Dall Ago, 2006), among others. To achieve the goals, we conducted a search of the type qualitative narrative, whose tools of data collection were narrative interviews, realized from a guide of topics. The people were six teachers of the UFSM s course of Physiotherapy. Besides the interviews, we request each teacher to available the didactic material of their discipline, to complement the analysis of narratives. Made part of the analysis as the background, the Pedagogic Project of the course of Physiotherapy. Through the content analysis it was possible to build three categories. The strength of the graduation of physical therapist was characterized by elements that showed the importance attached to the practice of the profession for the teaching role, when the subjects showed a large appreciation of the professional knowledge, or when give prominence mobilizing elements of teaching, related to Physiotherapy. Challenges facing the teaching was marked by the recurrence of elements that showed the difficulties of the teachers in front of teaching performance, at the beginning of their career in this profession for which were not initially prepared, or at their continued exercise, when they reporting practices and concepts that courses to the traditional model of education. The category learning to be a teacher presented evidence narratives of a learning process teaching, demonstrating a capability in the teaching of these people in the direction of processes of teaching and learning that take into account the people learners, especially favored by DCN for courses of Physiotherapy (2002). We understand that the constitutive processes of the higher education, for teachers physiotherapists, occur in the entwine of knowledge of the profession and the knowledge learned of the and about teaching, which occurs across the course of trajectory oh these teachers. This process is stimulated when there is the possibility of sharing between people, so that the reflection on their actions promotes an awareness of them and thus its transformation. |
publishDate |
2009 |
dc.date.accessioned.fl_str_mv |
2009-08-28 |
dc.date.available.fl_str_mv |
2009-08-28 |
dc.date.issued.fl_str_mv |
2009-07-13 |
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info:eu-repo/semantics/publishedVersion |
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info:eu-repo/semantics/masterThesis |
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masterThesis |
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AUSTRIA, Verônica Cardoso. Constitutive processes of teaching higher: knowledge and makes of physiotherapy s teachers. 2009. 160 f. Dissertação (Mestrado em Educação) - Universidade Federal de Santa Maria, Santa Maria, 2009. |
dc.identifier.uri.fl_str_mv |
http://repositorio.ufsm.br/handle/1/6869 |
identifier_str_mv |
AUSTRIA, Verônica Cardoso. Constitutive processes of teaching higher: knowledge and makes of physiotherapy s teachers. 2009. 160 f. Dissertação (Mestrado em Educação) - Universidade Federal de Santa Maria, Santa Maria, 2009. |
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http://repositorio.ufsm.br/handle/1/6869 |
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