Made available in DSpace on 2014-12-17T14:35:50Z (GMT). No. of bitstreams: 1 ZorayaMOM.pdf: 878023 bytes, checksum: 59c5cc611829c745bf29e462d49d2999 (MD5) Previous issue date: 2006-12-08 / Coordena??o de Aperfei?oamento de Pessoal de N?vel Superior / The Thesis weaved in the (auto) biographical boarding studies the existence of existential teaching, in the scope of Superior Teaching, guided in the experience and the (auto) formative scope as a theoreticianmethodological support present in the classrooms, being three the essential questions: Which the way of (auto) formation traveled by professors of Superior Teaching, what is, for these citizens, the teaching in Superior Teaching and what they understand from existential teaching according to their narratives. The epistemology of this work, based on Program of After-Graduation in Education of Universidade Federal do Rio Grande do Norte, Support of Research: Professionalization and Formation Lecturing emerges, especially, of the studies and research realized by Ramalho and Nu?ez (2005, 2006), Morosini (2001), Pimenta and Anastasiou (2002), N?voa (2000), Josso (2004), Dominic? (1988), Catani (2002), and Souza (2004), among other authors, yonder the educational practice exercised by researcher and involved citizens in inquiryformation, what it is confirmed from the three methodological tools that given support to the covered way: Eight topic narratives, a participantcomment and seven laboratories or parallel meeting of formation (EPF's) experimented with licensed teachers that actuate in superior teaching institutions (IES), public and private, localized in the city of Natal/RN. The Thesis points out, in this way, existential education in the guideline of viable and concrete methodological alternatives amongst the problematic of the (auto) formation faced for the professors in Superior Teaching / A Tese tecida na abordagem (auto) biogr?fica estuda a exist?ncia do ensino vivencial, no ?mbito do Ensino Superior, pautado na viv?ncia e no campo (auto) formativo como um suporte te?rico-metodol?gico presente nas salas de aulas, sendo tr?s as suas quest?es norteadoras: Qual o percurso de (auto) forma??o trilhado por docentes do Ensino Superior, o que ?, para estes sujeitos, o ensino no Ensino Superior e o que entendem por ensino vivencial segundo as suas narrativas. A epistemologia deste trabalho, ancorado no Programa de P?s-Gradua??o em Educa??o da Universidade Federal do Rio Grande do Norte, Base de Pesquisa: Profissionaliza??o e Forma??o Docente emerge, notadamente, dos estudos e pesquisas realizados por Ramalho e Nu?ez (2005, 2006), Morosini (2001), Pimenta e Anastasiou (2002), N?voa (2000), Josso (2004), Dominic? (1988), Catani (2002), e Souza (2004), entre outros, e das pr?ticas de ensino exercidas pela pesquisadora e sujeitos envolvidos na investiga??o-forma??o, o que ? confirmado a partir das tr?s ferramentas metodol?gicas que deram suporte ao caminho percorrido: Oito narrativas t?picas, uma observa??o-participante e sete laborat?rios ou encontros paralelos de forma??o (EPF s) experienciados com professores licenciados que atuam nas diferentes institui??es de Ensino Superior (IES), p?blicas e privadas, localizadas na cidade de Natal/RN. A Tese situa deste modo, o ensino vivencial na pauta de alternativas metodol?gicas vi?veis e concretas dentre a problem?tica da (auto) forma??o enfrentada pelos professores no Ensino Superior