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The Skills Development Act (No. 97 of 1998) in South Africa : a case study of policy implementation by the office of the premier, KwaZulu-Natal.Nkosi, Bonginkosi Maxwell. January 2007 (has links)
The study explores the ways in which Skills Development Act is implemented in South Africa. This study provides skills development policy by looking at policy implications and policy implementation in the Office of the Premier: Human Resource Development directorate.
The need for skills development in South Africa carries the potential for policy development as an essential feature for economic growth and service delivery. Not only to the field of public policy, but to every sector including science and technology. The passing of the Skills Development Act, (No. 97 of 1998) (SDA) and the Skills Development Levies Act (No. 9 of 1999) highlighted the need for more skills in South Africa to meet the demands of a changing global world economy.
The purpose of the study is to provide a policy understanding of the SDA and its implementation using the Office of the Premier in KwaZulu-Natal as a case study. The study will illustrate the importance of skills development in the public sector of South Africa and how skills can be further developed in the public sector. Research in skills development policy primarily focuses on the private sector ignoring its relevance to the public sector.
The primary research objective of this study is
• To describe the need for skills development in the public sector in South
Africa and
• To critically analyze the Skills Development Act in South Africa.
• It will also analyze national programmes and policies designed for skills
development in South Africa.
The theoretical basis of this project is found on theories of public policy and policy implementation. The crux of this study is to determine the extent to which the Office of the Premier's skills development policy seeks to implement the Skills Development Act in the KwaZulu-Natal province.
The findings of the study show a broad policy commitment to skills development programmes. However, when one take a closer look at the policy implementation of skills development in Office of the Premier, a number of gaps become clear. The Directorate HRD has experienced a number of implementation problems. The most significant is their lack of capacity as well as their in ability to monitor and assess training programmes. / Thesis (M.Soc.Sc.)-University of KwaZulu-Natal, 2007. / Public Policy Partnership in South Africa.
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An investigation into skills development in the manufacturing, engineering and related srvices sector.Janneker, Marlene Antoinette. January 2006 (has links)
The purpose of the study was to investigate skills development within the Manufacturing, Engineering and Related Services Sector. The study investigates the reasons associated with the shortage of skills and the factors influencing the rate of skills development within this sector. / Thesis (M.B.A.)-University of KwaZulu-Natal, Pietermaritzburg, 2006.
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'n Ondersoek na die verband tussen die Groot Vyf-persoonlikheidsfaktore en opleidingsprestasie by volwasse basiese opvoeding en opleiding leerdersDercksen, Sarita 03 1900 (has links)
Thesis (MA)--University of Stellenbosch, 2003. / ENGLISH ABSTRACT: The aim of this study was to investigate the nature of the relationship between the Big
Five personality factors and practical and theoretical training performance in adult Basic
education and training (ABET).
The existing literature on the subject was surveyed; this is followed by a report on the
results of the empirical investigation. The experimental group consisted of 82 learners
who followed an ABET level-4 course. Personality was determined by means of the
Five-Factor Non-Verbal Personality Questionnaire (FF-NPQ), while cognitive skills
were measured with Raven's Standard Progressive Matrix.
By using the Pearson product moment correlation coefficient, multiple regression analysis
and factor analysis, it was established that, apart from IQ, there was a significant
positive correlation between agreeableness and practical training performance.
Although there was also a significant, but small, positive correlation between
neuroticism and practical training performance, the influence of the former factor on
practical training performance could not be confirmed by a regression analysis. Only
IQ and to a lesser extent neuroticism, conscientiousness and extroversion showed a
relation with theoretical training performance. Once again, the influence of the latter
three factors on theoretical training performance could not be confirmed by a regression
analysis. The conclusion is thus drawn in this study that only IQ has a significant
influence on theoretical training performance.
Results also indicate that characteristics such as trust, helpful behaviour and co-operative
behaviour, which indicate agreeableness, help to promote receptiveness in
training in practical work, especially with respect to skills training. It appears that the
role of personality factors with respect to training performance depends on: a) the nature
of the training programme being followed, b) the degree of difficulty of the training
programme, and c) the work or task objectives for which the training is being
undertaken.
The conclusion was drawn that the findings of studies on the relationship between
training performance and personality should be interpreted with circumspection and that
a great deal of research is required in this area. / AFRIKAANSE OPSOMMING: Die doel van die studie was om ondersoek in te stel na die aard van die verband tussen
die Groot Vyf-persoonlikheidsfaktore en praktiese en teoretiese opleidingsprestasie by
volwasse basiese opvoeding en opleiding-leerders.
'n Oorsig van die bestaande literatuur oor die onderwerp is gelewer, gevolg deur die
rapportering van die resultate van die empiriese ondersoek. Die eksperimentele groep
het bestaan uit 82 leerders wat 'n VBOO-vlak 4 kursus gevolg het. Persoonlikheid is
deur middel van die Vyf Faktor - Nieverbale-Persoonlikheidsvraelys (FF-NPQ) bepaal
en kognitiewe vaardighede is met behulp van Raven se Standaard-Progressiewe Matriks
gemeet.
Met behulp van die Pearson-produkmoment-korrelasiekoëffisiënt, meervoudige regressieontleding
asook faktor-ontleding, is vasgestel dat, benewens IK, daar ook 'n
beduidend positiewe verband tussen welgevalligheid en praktiese opleidingsprestasie
voorgekom het. Hoewel 'n beduidende, maar klein, positiewe korrelasie ook tussen
neorotisisme en praktiese opleidingsprestasie voorgekom het, kon die invloed van die
laasgenoemde faktor op praktiese opleidingsprestasie nie deur die regressieontleding
ondersteun word nie. Slegs IK en tot 'n mindere mate neorotisisme, konsensieusheid en
ekstroversie het 'n verband met teoretiese opleidingsprestasie getoon. Weereens kon die
invloed van laasgenoemde drie faktore op teoretiese opleidingsprestasie nie bevestig
word deur die regressieontleding nie. Ten opsigte van die huidige ondersoek, word die
gevolgrekking dus gemaak dat slegs IK 'n beduidende invloed op teoretiese
opleidingsprestasie het.
Resultate dui daarop dat eienskappe soos vertroue, hulpverlende gedrag en samewerkende
gedrag, wat dui op welgevalligheid, bevorderlik is vir opleiding in praktiese verband
veral ten opsigte van vaardigheidsopleiding. Dit blyk ook asof die rol van persoonlikheidsfaktore
ten opsigte van opleidingsprestasie, afhang van die a) aard van die
opleidingsprogram wat gevolg word, b) die moeilikheidsgraad van die opleidingsprogram,
asook c) vir watter werks- oftaakdoeleindes die opleiding plaasgevind het. Daar word tot die gevolgtrekking gekom dat die bevindinge van studies rakende die
verband tussen opleidingsprestasie en persoonlikheid met omsigtigheid geïnterpreteer
moet word en dat heelwat navorsing op hierdie gebied nodig is.
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Formação em moda no caminho da sustentabilidadePinheiro, Nélio [UNESP] 28 August 2012 (has links) (PDF)
Made available in DSpace on 2014-06-11T19:24:10Z (GMT). No. of bitstreams: 0
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pinheiro_n_me_bauru.pdf: 1373874 bytes, checksum: 605ee19122d5a826cc54ffcc9b872f7f (MD5) / Coordenação de Aperfeiçoamento de Pessoal de Nível Superior (CAPES) / As questões ambientais vêm sendo cada vez mais estudadas e discutidas por diversos segmentos da sociedade incluindo empresas, governos e instituições de ensino que atuam nas mais variadas áreas de pesquisa. O design como área de conhecimento, também cria propostas de forma a combater a degradação do meio ambiente e possibilitar um futuro mais sustentável. O presente estudo, que se caracteriza como pesquisa qualitativa, tem como objetivo a compreensão dos significados e das características presentes nas ações de formação superior , em design de moda, atreladas a questões que envolvem moda e sustentabilidade. Para tanto, analisou-se o impacto que a formação acadêmica exerce sobre os estudantes de design e a importância das histórias de vida na formação e na atuação, onde o pessoal e o profissional se encontram. Foram analisados processos de produção que utilizam resíduos gerados pelas empresas, tanto do pesquisador quanto dos sujeitos entrevistados, ações de ensino na disciplina de ecodesign e, ainda, dois Trabalhos de Conclusão de Curso desenvolvidos em diferentes universidades, mas que versam sobre a mesma temática. O estudo aponta o quanto se faz necessário considerar as trajetórias pessoais e profissionais na formação do design, assim como, é imprescindível que se atende para o desenvolvimento de produtos de moda vinculados à sustentabilildade, de uma maneira mais ampla, e não somente pelo reuso de retraços têxteis, mas que abrange as dimensões social, econômica, ecológica e cultural / Environmental matters have been increasingly studied and discussed by different segments of society including campanies, governments and educational institutions that act on various research fields. Design as an area of knowledge, also creates proposals as a way of fighting the environment degradation and enabling a more sustainable future. The current study, which is characterized as a qualitative research, aims to comprehend the meaning and the present characteristics of the actions of superior education, is fashion design, linked to questions involving fashion and sustainability. Therefore, an analysis was made on the impact that educational training has on design students and the importance of the life stories during education and performance, where the personal and the professional meet each other. It was analyzed production processes that use wastes generated by companies, from the research as much as the interviewees, teachings in the Ecodesign subject, and also two Course Conclusion Papers developed in different universities, but that has the same theme. The study shows how necessary it is to consider the personal and professional journeys on the Designer's formation, and also how important it is to focus on the development of fashion products related to sustainability, in a general way, not only for the reuse of textile remains, but convering the social, economic, ecological and cultural dimensions
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Processo de sistematização de ambientes de residência em software brasileiros / Process of systematizing software residency environments in BrazilDuarte, Alessandro Silveira 08 May 2015 (has links)
No Brasil existe um número limitado de empresas com certificações de qualidade, a baixa qualificação na mão de obra pode confirmar este cenário. Uma equipe altamente qualificada pode ser uma das formas de se melhorar a qualidade das empresas e consequentemente a sua competitividade. Este trabalho apresenta um delineamento de um processo de sistematização de ambientes de residência em software, cujo objetivo é propiciar qualificação para os profissionais de empresas de software. As teorias de gestão de conhecimento e residência em software foram utilizadas em um método experimental para validar a sistematização apresentada neste trabalho. Foram executados quatro experimentos: três executados com alunos de programa de mestrado e um em uma empresa real. A execução dos experimentos evidência que é possível sistematizar um ambiente de residência em software. A contribuição deste trabalho é a validação do processo e consequentemente o ganho e a transferência de conhecimentos entre os funcionários de uma empresa de software. / Brazil has a limited number of organizations with quality certification, and low unskilled workers can confirm this scenario. A well qualified team can be one of the ways to improve the quality of organizations and consequently increase their competitiveness. This work presents the process of systematizing a software residency environment, whose aim is to provide qualification for employees in software organizations. The knowledge management and software residency theories were adapted in an experimental method to validate the systematization proposed. Four experiments were conducted: three were executed with computer science master students and one within a real company. The performed experiments show evidences that it is possible to systematize a residency software environment. The contribution of this work is the validation of the process and, a as consequence, the knowledge gain and transfer among employees of a software organization.
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Formação em moda no caminho da sustentabilidade /Pinheiro, Nélio. January 2012 (has links)
Orientador: Aniceh Farah Neves / Banca: Monica Moura / Banca: Ronaldo Alexandre de Oliveira / Resumo: As questões ambientais vêm sendo cada vez mais estudadas e discutidas por diversos segmentos da sociedade incluindo empresas, governos e instituições de ensino que atuam nas mais variadas áreas de pesquisa. O design como área de conhecimento, também cria propostas de forma a combater a degradação do meio ambiente e possibilitar um futuro mais sustentável. O presente estudo, que se caracteriza como pesquisa qualitativa, tem como objetivo a compreensão dos significados e das características presentes nas ações de formação superior , em design de moda, atreladas a questões que envolvem moda e sustentabilidade. Para tanto, analisou-se o impacto que a formação acadêmica exerce sobre os estudantes de design e a importância das histórias de vida na formação e na atuação, onde o pessoal e o profissional se encontram. Foram analisados processos de produção que utilizam resíduos gerados pelas empresas, tanto do pesquisador quanto dos sujeitos entrevistados, ações de ensino na disciplina de ecodesign e, ainda, dois Trabalhos de Conclusão de Curso desenvolvidos em diferentes universidades, mas que versam sobre a mesma temática. O estudo aponta o quanto se faz necessário considerar as trajetórias pessoais e profissionais na formação do design, assim como, é imprescindível que se atende para o desenvolvimento de produtos de moda vinculados à sustentabilildade, de uma maneira mais ampla, e não somente pelo reuso de retraços têxteis, mas que abrange as dimensões social, econômica, ecológica e cultural / Abstract: Environmental matters have been increasingly studied and discussed by different segments of society including campanies, governments and educational institutions that act on various research fields. Design as an area of knowledge, also creates proposals as a way of fighting the environment degradation and enabling a more sustainable future. The current study, which is characterized as a qualitative research, aims to comprehend the meaning and the present characteristics of the actions of superior education, is fashion design, linked to questions involving fashion and sustainability. Therefore, an analysis was made on the impact that educational training has on design students and the importance of the life stories during education and performance, where the personal and the professional meet each other. It was analyzed production processes that use wastes generated by companies, from the research as much as the interviewees, teachings in the Ecodesign subject, and also two Course Conclusion Papers developed in different universities, but that has the same theme. The study shows how necessary it is to consider the personal and professional journeys on the Designer's formation, and also how important it is to focus on the development of fashion products related to sustainability, in a general way, not only for the reuse of textile remains, but convering the social, economic, ecological and cultural dimensions / Mestre
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Multiple Symbolism of Information and Communication Technology (ICT) in Academia: A Case Study of Technical Vocational Education and Training Institutions in Cape Town, South AfricaVan Der Poll, Arthur Emil January 2014 (has links)
Thesis submitted in fulfilment of the requirements for the degree
Master of Technology: Information Technology
in the Faculty of Informatics and Design
at the Cape Peninsula University of Technology / It is well recognised that Information and Communication Technology (ICT) can enhance the quality of teaching and learning in tertiary education. Similarly, research has uncovered a range of factors that impede the successful adoption of digital technology for educational purposes. It remains unclear, furthermore, how educators in institutions of higher learning negotiate and frame their experiences with technology, and how this implicates the teaching and learning process. In this thesis, I will examine this problem, with particular focus on educators from Technical Vocational Education and Training (TVET) institutions in the Western Cape of South Africa. In addressing the research problem, I use symbolic interactionism as analytic framework to unpack and reconstruct the meaningful engagement with technology. Understanding the multiple symbolic meanings that arise from interactions with technology can illuminate the diverse and nuanced perspectives that underpin the use of ICT in teaching and learning. A symbolic interactionist lens can shed further light on the matter of adoption, and allow this research study to make a practical contribution to the introduction of ICT tools in TVETs.
To elicit and interpret the multiple meanings that TVET educators associate with ICT, I will employ photo-elicitation methodology, observation and fieldnotes, and self-reflection. Photo-elicitation involves participants taking photographs along the line of inquiry (e.g. the benefit of using technology to teach), after which they undergo a reflexive interview in which they reflect on the meanings of the photographs they have taken. I will couple direct participant observation (documented in field notes) with symbolic interactionism and photo-elicitation to contribute to the production of meaningful data. Finaly, I will apply guidelines of self-reflection by compiling a reflective journal. Self-reflection will allow me to reflect on my own thoughts about the social phenomenon under study and will enable me to understand how my own behaviour may affect the inquiry.
The meanings that emerged from the data were grouped into interactionist themes through which the engagement with technology is framed and understood. Educators are generally appreciative of the support and creative capacities that ICT provides to teaching and learning. They are however frustrated with their own inability to fully understand technology and the lack of support from government and institutional decision makers. Despite educators’ struggles with ICT, they are determined to overcome challenges. These themes can be useful in the repositioning of technology for education in TVETs, and can support implementers and policymakers in more effective application.
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Efficacy of learnership programmes: an exploratory investigation of learner perceptions in the Cape PeninsulaDe Louw, Lynette Angela January 2009 (has links)
Thesis (MTech (Human Resource Management)--
Cape Peninsula University of Technology, 2009 / Learnerships, which are embedded in the skills development strategy for South
Africa, have been heralded as the panacea for all shortcomings experienced in
the labour market and poverty alleviation in society. Learnerships are
vocational education and training programmes, and are purported to fast track
acquisition of qualifications for predominantly lower and unskilled workers,
equipping them with knowledge, skills, attitudes and experience. At the same
time learnerships afford learners an opportunity to enhance their individual
employability potential by obtaining a qualification on successful completion of
a learnership programme.
Anecdotal evidence, however, suggests that learnerships have not been able to
deliver on some of its main objectives such as improved employability and
living standards of learners. The Department of Labour has placed prominence
on quantities and focus on meeting targeted quotas, while insufficient emphasis
is placed on efficacy of learnership programmes in terms of its benefits for
individual learners.
This study investigates opinions of learners who are enrolled in a learnership
programme in order to examine their perceptions of a learnership qualification
as an enabler for personally enhanced employability and consequent improved
living standards.
A mixed methods approach was used for the research study in the form of a
quantitative survey questionnaire, followed by a qualitative study which used
focus group interviews.
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Aspectos do desenvolvimento da experiência docente na educação superior: um estudo sob a ótica da teoria dos gêneros de atividade / Aspects of development from teaching experience in the tertiary education: an analysys under the optic of the theory of activity genresEcker, Daiana Aparecida Furlan 25 February 2016 (has links)
CAPES / Este estudo apresenta resultados relacionados ao desenvolvimento da experiência docente de dois professores de uma Universidade Federal que participam de uma ação de formação docente continuada. Consideramos que a interação entre o sujeito, a língua e o mundo não se dá diretamente. Ela ocorre por meio de enunciados, definidos como unidades reais da comunicação discursiva, e dos gêneros do discurso (BAKHTIN, 1979/2011). No mesmo sentido, a relação entre o trabalhador e seu trabalho não se dá de maneira direta. Esta relação acontece por meio dos gêneros de atividade (CLOT, 2008/2010). Assim como um domínio dos gêneros do discurso possibilita ao sujeito uma interação com as diversas esferas discursivas, um domínio do gênero de atividade possibilita ao profissional sobressair em situações de dificuldade encontradas em seu trabalho. Sabemos que a preparação para exercer a docência na Educação Superior é recomendada pela LDBEN (9394/96), a qual sugere que seja feita em programas de Pós-Graduação. Entretanto, o que frequentemente acontece é uma formação com base na pesquisa e não na docência. Assim, muitas vezes se constatam dificuldades na realização da prática docente. Considerando tais aspectos, neste estudo busca-se compreender a maneira como os docentes lidaram/ lidam com dificuldades encontradas na sala de aula e como os anos de experiência contribuíram ou não para um domínio do gênero de atividade. Nesse sentido, nos amparamos na abordagem de desenvolvimento, apresentada por Vigotsky, que afirma que o aprendizado organizado adequadamente resulta em desenvolvimento (VIGOTSKY, 1984/2007) e explica ainda o desenvolvimento do sujeito com base na relação que este tem com o outro, o social (VIGOTSKY, 1996b). Para tanto, foram realizadas, por meio de um trecho de aula filmada de cada professor, quatro sessões de autoconfrontação (FAÏTA, 1996; CLOT, 2008/2010), duas Simples e duas Cruzadas, gravadas em formato audiovisual. Esse material foi transcrito de acordo com normas do projeto NURC-SP (PRETI, 1999). Para a análise, utilizamos três principais teorias: da Linguística, é mobilizado o conceito de gêneros do discurso (BAKHTIN) e de tópicos discursivos (JUBRAN; FÁVERO); da Psicologia do Trabalho, é empregado o conceito de gêneros de atividade (CLOT); da Psicologia Histórico-Cultural, é adotado o conceito de Zona de Desenvolvimento Proximal e o outro/social no desenvolvimento do sujeito (VIGOTSKY). De acordo com o estudo realizado, foi possível identificar aspectos relacionados ao desenvolvimento da experiência docente na Educação Superior. Nas aulas e nos relatos nas autoconfrotações, identificamos que ambos os professores, no início da carreira, possuíam maior dificuldade em lidar com obstáculos e que agora, com alguns anos de experiência, conseguem dominar melhor as situações de dificuldade com as quais se deparam. Desenvolveram, por exemplo, uma maior facilidade em improvisar exemplos diante da dificuldade dos alunos na compreensão de conceitos. Esses aspectos mostram que os professores desenvolveram maior domínio do gênero, o que permite que eles possam, além de contornar situações inesperadas que surgem no contexto profissional, também saber como agir em situações semelhantes, com as quais já se depararam em outros momentos. Esse domínio possibilitou e possibilita o desenvolvimento do docente ao longo de sua atuação profissional. / This analysis introduces results related to development of teaching experience from two professors of one Federal University who have taken part of one action of continued teacher training. We consider that the interplay among the individual, the language and the world cannot function straightly. It occurs through utterances, defined like real unit discursive communication, and genres of discourse (BAKHTIN, 1979/2011). Along the same line, the relation between the employee and his employment do not occur in a direct manner. This relationship takes place through genres of activity (CLOT, 2008/2010). As well as, a domain of speech genres has given possibility to individual an interaction with several discursive fields, a domain of activity genre allows the professional protruding in difficult situations traced in his employment. We know that the drafting for wield the teaching in the Tertiary Education is recommended by LDBEN (9394/96), which suggests that should be done in postgraduate program. In the mean time, what frequently happens an educational background based in a survey and not in the teaching. Thereby, several times we have observed difficulties in the accomplishment of teaching practice. Considering such aspects, this study seeks to comprehend the manner how the lecturers deal with the difficulties encountered in the classroom and how the years of experience have contributed or not for a domain of activity genre. In this regard, we have propped up in the development approach, introduced by Vigotsky, who asserts that the learning suitably organized results in development (VIGOTSKY, 1984/2007) and still explains the development of individual on the basis of relationship that it has with another, the social (VIGOTSKY, 1996b). For this purpose, were accomplished, by means of a snipped filmed lesson from each teacher, four sessions of self-confrontation (FAÏTA, 1996; CLOT, 2008/2010), two Simple and two Crusade, recorded in a visual format. This material was transcribed in accordance with standards from project NURC-SP (PRETI, 1999). For the analysis, we used three mains theories: of Linguistic, is mobilized the concept of speech genres (BAKHTIN) and all discursive topics (JUBRAN; FÁVERO); from Occupational Psychology, is utilized the activity genres (CLOT); from Psychology Historical-Cultural, is adopted the concept from Zone of Proximal Development and another/social in the development of individual (VIGOTSKY). In compliance with the study achieved, was possible to identify the aspects related to development of teaching experience of Tertiary Education. During the classes and reports of self-confrontation, we identify that both the professors, in the beginning of the career, they got more difficulties to deal with hindrances, and which now, with some years of experience, they get to domain better the difficult situations which they come across. They built up, for example, a greater facility in improvise examples in face of students’ difficulties in the comprehension of concepts. These aspects show that the professors have evolved the higher domain of genre, which allow them getting, in addition to turn the unexpected situation around that spring up in the professional context, as well know how to taking action in similar situation, which they have already run into in another moments. This domain enabled and enables the developing of the lecturers over the course of their professional performance.
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Aspectos do desenvolvimento da experiência docente na educação superior: um estudo sob a ótica da teoria dos gêneros de atividade / Aspects of development from teaching experience in the tertiary education: an analysys under the optic of the theory of activity genresEcker, Daiana Aparecida Furlan 25 February 2016 (has links)
CAPES / Este estudo apresenta resultados relacionados ao desenvolvimento da experiência docente de dois professores de uma Universidade Federal que participam de uma ação de formação docente continuada. Consideramos que a interação entre o sujeito, a língua e o mundo não se dá diretamente. Ela ocorre por meio de enunciados, definidos como unidades reais da comunicação discursiva, e dos gêneros do discurso (BAKHTIN, 1979/2011). No mesmo sentido, a relação entre o trabalhador e seu trabalho não se dá de maneira direta. Esta relação acontece por meio dos gêneros de atividade (CLOT, 2008/2010). Assim como um domínio dos gêneros do discurso possibilita ao sujeito uma interação com as diversas esferas discursivas, um domínio do gênero de atividade possibilita ao profissional sobressair em situações de dificuldade encontradas em seu trabalho. Sabemos que a preparação para exercer a docência na Educação Superior é recomendada pela LDBEN (9394/96), a qual sugere que seja feita em programas de Pós-Graduação. Entretanto, o que frequentemente acontece é uma formação com base na pesquisa e não na docência. Assim, muitas vezes se constatam dificuldades na realização da prática docente. Considerando tais aspectos, neste estudo busca-se compreender a maneira como os docentes lidaram/ lidam com dificuldades encontradas na sala de aula e como os anos de experiência contribuíram ou não para um domínio do gênero de atividade. Nesse sentido, nos amparamos na abordagem de desenvolvimento, apresentada por Vigotsky, que afirma que o aprendizado organizado adequadamente resulta em desenvolvimento (VIGOTSKY, 1984/2007) e explica ainda o desenvolvimento do sujeito com base na relação que este tem com o outro, o social (VIGOTSKY, 1996b). Para tanto, foram realizadas, por meio de um trecho de aula filmada de cada professor, quatro sessões de autoconfrontação (FAÏTA, 1996; CLOT, 2008/2010), duas Simples e duas Cruzadas, gravadas em formato audiovisual. Esse material foi transcrito de acordo com normas do projeto NURC-SP (PRETI, 1999). Para a análise, utilizamos três principais teorias: da Linguística, é mobilizado o conceito de gêneros do discurso (BAKHTIN) e de tópicos discursivos (JUBRAN; FÁVERO); da Psicologia do Trabalho, é empregado o conceito de gêneros de atividade (CLOT); da Psicologia Histórico-Cultural, é adotado o conceito de Zona de Desenvolvimento Proximal e o outro/social no desenvolvimento do sujeito (VIGOTSKY). De acordo com o estudo realizado, foi possível identificar aspectos relacionados ao desenvolvimento da experiência docente na Educação Superior. Nas aulas e nos relatos nas autoconfrotações, identificamos que ambos os professores, no início da carreira, possuíam maior dificuldade em lidar com obstáculos e que agora, com alguns anos de experiência, conseguem dominar melhor as situações de dificuldade com as quais se deparam. Desenvolveram, por exemplo, uma maior facilidade em improvisar exemplos diante da dificuldade dos alunos na compreensão de conceitos. Esses aspectos mostram que os professores desenvolveram maior domínio do gênero, o que permite que eles possam, além de contornar situações inesperadas que surgem no contexto profissional, também saber como agir em situações semelhantes, com as quais já se depararam em outros momentos. Esse domínio possibilitou e possibilita o desenvolvimento do docente ao longo de sua atuação profissional. / This analysis introduces results related to development of teaching experience from two professors of one Federal University who have taken part of one action of continued teacher training. We consider that the interplay among the individual, the language and the world cannot function straightly. It occurs through utterances, defined like real unit discursive communication, and genres of discourse (BAKHTIN, 1979/2011). Along the same line, the relation between the employee and his employment do not occur in a direct manner. This relationship takes place through genres of activity (CLOT, 2008/2010). As well as, a domain of speech genres has given possibility to individual an interaction with several discursive fields, a domain of activity genre allows the professional protruding in difficult situations traced in his employment. We know that the drafting for wield the teaching in the Tertiary Education is recommended by LDBEN (9394/96), which suggests that should be done in postgraduate program. In the mean time, what frequently happens an educational background based in a survey and not in the teaching. Thereby, several times we have observed difficulties in the accomplishment of teaching practice. Considering such aspects, this study seeks to comprehend the manner how the lecturers deal with the difficulties encountered in the classroom and how the years of experience have contributed or not for a domain of activity genre. In this regard, we have propped up in the development approach, introduced by Vigotsky, who asserts that the learning suitably organized results in development (VIGOTSKY, 1984/2007) and still explains the development of individual on the basis of relationship that it has with another, the social (VIGOTSKY, 1996b). For this purpose, were accomplished, by means of a snipped filmed lesson from each teacher, four sessions of self-confrontation (FAÏTA, 1996; CLOT, 2008/2010), two Simple and two Crusade, recorded in a visual format. This material was transcribed in accordance with standards from project NURC-SP (PRETI, 1999). For the analysis, we used three mains theories: of Linguistic, is mobilized the concept of speech genres (BAKHTIN) and all discursive topics (JUBRAN; FÁVERO); from Occupational Psychology, is utilized the activity genres (CLOT); from Psychology Historical-Cultural, is adopted the concept from Zone of Proximal Development and another/social in the development of individual (VIGOTSKY). In compliance with the study achieved, was possible to identify the aspects related to development of teaching experience of Tertiary Education. During the classes and reports of self-confrontation, we identify that both the professors, in the beginning of the career, they got more difficulties to deal with hindrances, and which now, with some years of experience, they get to domain better the difficult situations which they come across. They built up, for example, a greater facility in improvise examples in face of students’ difficulties in the comprehension of concepts. These aspects show that the professors have evolved the higher domain of genre, which allow them getting, in addition to turn the unexpected situation around that spring up in the professional context, as well know how to taking action in similar situation, which they have already run into in another moments. This domain enabled and enables the developing of the lecturers over the course of their professional performance.
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