Data de aprova??o ausente. / Submitted by Jos? Henrique Henrique (jose.neves@ufvjm.edu.br) on 2017-05-05T15:35:00Z No. of bitstreams: 2 license_rdf: 0 bytes, checksum: d41d8cd98f00b204e9800998ecf8427e (MD5) cristhiane_rodrigues_soares_leao.pdf: 3073502 bytes, checksum: 6c4d67183737f3e969b192f57c6b4415 (MD5) / Approved for entry into archive by Rodrigo Martins Cruz (rodrigo.cruz@ufvjm.edu.br) on 2017-05-16T18:33:53Z (GMT) No. of bitstreams: 2 license_rdf: 0 bytes, checksum: d41d8cd98f00b204e9800998ecf8427e (MD5) cristhiane_rodrigues_soares_leao.pdf: 3073502 bytes, checksum: 6c4d67183737f3e969b192f57c6b4415 (MD5) / Made available in DSpace on 2017-05-16T18:33:53Z (GMT). No. of bitstreams: 2 license_rdf: 0 bytes, checksum: d41d8cd98f00b204e9800998ecf8427e (MD5) cristhiane_rodrigues_soares_leao.pdf: 3073502 bytes, checksum: 6c4d67183737f3e969b192f57c6b4415 (MD5) Previous issue date: 2016 / O ensino superior no Brasil passa desde a nova Lei de Diretrizes e Bases da Educa??o Nacional (LDB) em 1996 por grandes mudan?as, como o aumento nos n?meros de cursos e Institui??es de Ensino Superior ? IES. Segundo os dados do Censo da Educa??o Superior em 2013, realizado pelo INEP, s?o mais 2.300 IES em todo Brasil. O curso de Administra??o ? um exemplo dessa expans?o, pois em 1960 existiam 31 institui??es que ofereciam tal curso, e em 2013 esse n?mero passou para mais de 1.500 IES e no Estado de Minas Gerais est?o presentes 204 dessas institui??es. Cresce tamb?m os estudos a respeito do processo ensinoaprendizagem e a avalia??o do discente no ensino superior. ? na escola que todos os aspectos do ser humano se socializam e quem conduz esse processo ? o professor. A inova??o na pr?tica de ensino e de avalia??o da aprendizagem est? no compartilhamento com o aluno, tornando-o, al?m de sujeito principal na apropria??o dos saberes da profiss?o, tamb?m um parceiro na constru??o do conhecimento. O objetivo desse trabalho foi identificar e analisar as pr?ticas docentes dos professores dos cursos de Administra??o do Vale do Mucuri entre 2006 e 2015, e sua correla??o com sua forma??o profissional. Quanto ? metodologia, a pesquisa teve abordagem quali-quantitativa, quanto aos objetivos foi descritiva e explicativa. Foi aplicado um question?rio online com quest?es fechadas de m?ltipla escolha aos administradores que atuam como docentes em disciplinas do n?cleo profissionalizante dos cursos presenciais em Administra??o do Vale do Mucuri. Ficou constatado que os mesmos apresentam tr?s caracter?sticas importantes: n?o exercem a doc?ncia superior exclusivamente; sinalizaram que criam seu material did?tico; e procuram construir seu pr?prio conhecimento. Utilizam da aula expositiva para explana??o do conte?do, com apoio de slides de pr?pria autoria. Realizam a avalia??o da aprendizagem do discente atrav?s de provas escritas e trabalhos individuais e em grupo. Como resultado verificou-se que as pr?ticas docentes nos cursos de Administra??o do Vale do Mucuri n?o t?m correla??o com perfil do professor, seja nos aspectos: forma??o, tempo de doc?ncia ou tipo de institui??o que trabalha. / Disserta??o (Mestrado Profissional) ? Programa de P?s-Gradua??o em Educa??o, Universidade Federal dos Vales do Jequitinhonha e Mucuri, [2016]. / University education in Brazil goes through great changes since the implementation of the new Law of Guidelines and Bases of Brazilian National Education (LDB) in 1996, such as the increase of the number of courses and Higher Education Institutions - IES. According to data from the Census of Higher Education in 2013, conducted by INEP there are over 2.300 Higher Education Institutions - IES throughout Brazil. The business course is an example of this expansion, since in 1960 there were 31 institutions that offered such a course, and in 2013 that number passed to more than 1.500 IES and in the State of Minas Gerais there are 204 of these institutions. There are also studies on the teaching-learning process and the student's evaluation in higher education. It is at school that all aspects of human socialize and who leads this process is the teacher. The innovation in the practice of teaching and learning assessment happens when it is shared with the student, making him/her, not only the main subject in the appropriation of knowledge of the profession, but also a partner in the construction of knowledge. The aim of this study was to identify and analyze the teaching practices of business courses teachers around Vale do Mucuri ? MG, between 2006 and 2015, and their correlation with their training. As for the methodology, the research had a qualitative and a quantitative approach, as for the objectives this study was descriptive and explanatory. An online questionnaire with multiple-choice questions was applied to businesspeople who act as professors in presential business courses in the entire Vale do Mucuri. It was demonstrated that they have three important characteristics: they do not only teach at universities; They signaled that they create their own teaching material;and try to build their own knowledge about the subject they teach. They usually lecture to explain the content to students, with the support of their own PowerPoint slides. They carry out the student learning assessment through written tests, individual and group work. As a result it was found that the teaching practices in Vale do Mucuri do not correlate with teacher profile, be it in the training and teaching experience aspects or type of institution that a professor works.