Trabalho docente e Atividade Pedagógica: a prospecção da liberdade-felicidade na trama da formação contínua do Campus Amílcar Ferreira Sobral (CAFS)

• Ano de defesa: 2020
• Autor(a) principal: Coelho, Grasiela Maria de Sousa
• Tipo de documento: Tese
• Tipo de acesso: Acesso aberto
• Idioma: por
• Instituição de defesa: Universidade Federal de Uberlândia; Brasil; Programa de Pós-graduação em Educação
• Palavras-chave em Português: Educação Superior; Formação Contínua; Trabalho docente; Atividade Pedagógica; Didática Desenvolvimental; Higher education; Continuous formation; Teaching work; Pedagogical Activity; Developmental Didactics; CNPQ::CIENCIAS HUMANAS::EDUCACAO::ENSINO-APRENDIZAGEM; Professores; Educação permanente; Liberdade; Felicidade; Educação (Superior)
• Link de acesso: https://repositorio.ufu.br/handle/123456789/30042; http://doi.org/10.14393/ufu.te.2020.554

This study was performed under the interstitutional Ph.D. (DINTER, acronym in Portuguese) of Federal University of Piauí and Federal University of Uberlândia. The study falls within research line about Knowledge and Educational Practices. The major problem of our research is about recognition and valorization of teaching in higher education, about the omission of general public policies regarding the continuous training of professors; about dichotomies between them and researchers’ professional identity. The key problem is also regarding of the university, teaching and learning conceptions of professors, encompassing the helplessness them in the absence of pedagogical knowledge, the legitimacy of scientific knowledge that disregards the pedagogical dimension. Taking into account the intricate network of social, historical and cultural relations, particularly the one established between work and training, the problem of this research was defined on perspective: How and what leads the training process that prospects the freedom-happiness of the professors of campus Amílcar Ferreira Sobral (CAFS) - UFPI?. Our key aim was to investigate, in the collective movement of the instructor education and learning process, the prospect of freedom-happiness. This objective scope is the process of human constitution in its pedagogical and psychological dimensions of being-becoming-feeling. In turn, our specific objectives were: (1) identify the training needs of research participant professors; (2) to apprehend the dialectical units that drive the formation process in Pedagogical Activity; (3) to understand the social and personal significances of the continuing education for professors of CAFS-UFPI; (4) to summarize, in general spectrum, the fundamentals of continuing education which allow the dimensioning of the institutional project for continuing education of professors at CAFS-UFPI. When considering the activity of professor work and training, the thesis to be confirmed - or not - in this research was established in the following terms: The constitution of being-becoming-feeling as a professor from the units that erupt in the Pedagogical Activity generate, through historical and contradiction, the constitution of the human personality that evokes, through the collective, the emancipatory possibilities of exercising politicality and ethics, allowing the distinction between essence and appearance. It is emphasized that the problematic, the problem, the exposed sub-objectives, as well as the conceived thesis, were elaborated based on successive reflections and approximations, whose genesis was the reality of the CAFS regarding the pedagogical and psychological dimension of the training and constitution of the teaching staff. The research was qualitative approach, assuming Historical Materialism Dialectic as method, basing on the Theory Cultural History Activity and Teaching Developmental, with the collective research as main method. The data produced by the research asserted that, in the teaching work, professors are increasingly required, presenting them with numerous challenges, among them, points out: The current context of the information society encourages publicprivate agreements, through the commodification of education, shifting the logic of the market to teaching; professor training for the development of competences and skills reverberates in mere practicality and maintenance of the established order; plural contexts are disregarded in an attempt to homogenize teaching work in its methods and methodologies. Here, it was proposed, when expanding the discussion about the process of continuous training and through the Pedagogical Activity, carried out in the face of the development of the research now presented, to dimension the teaching needs around training as instrumental and political practice , centered on collective, dialogical and participatory work, with emphasis on the relationship between theory and practice, that is, live work versus dead work. Epistemological foundations, ethics, politics and the specific content of the areas of knowledge were considered essential for the continuous formation at CAFS-UFPI. It was emphasized that the more scientific, the more philosophical and the more artistic the continuing education is, the more students and p will develop humanly. At this process, it is necessary a permanent self-critical reflection and the desire for the recognition of pedagogical practice as uninterrupted learning, viable by listening to the members of the collective. That is will enhance the institution and interpersonal relationships. Thus, the CAFS training project includes the ethical society project, which involves the coresponsibility of the institution, since there is no neutrality, but the commitment to human emancipation with the production of knowledge driven by politicity and the rupturedevelopment, considering the collective volition and consensus, ensuring the alternation of group coordination.