Submitted by Karen Britto (karenbritto@unipampa.edu.br) on 2018-11-20T11:39:18Z No. of bitstreams: 1 Caren Rossi - 2016.pdf: 2230438 bytes, checksum: fcdd0051e20bab9be537a02d952f1255 (MD5) / Made available in DSpace on 2018-11-20T11:39:18Z (GMT). No. of bitstreams: 1 Caren Rossi - 2016.pdf: 2230438 bytes, checksum: fcdd0051e20bab9be537a02d952f1255 (MD5) Previous issue date: 2016-09-26 / Esta tesis tuvo como objetivo comprender cómo se construyó la pedagogía universitaria en la Universidade Federal do Pampa – UNIPAMPA en los tres primeros años de la creación de la Institución. Se desarrolló una investigación con finalidad descriptiva y enfoque cualitativo. Un estudio de caso único. Se inició con un proyecto de investigación. En él se presenta da proposición del estudio, que dividió la pedagogía universitaria en tres categorías y sus elementos constitutivos: La “formación universitaria” (formación integral del estudiante; enseñanza/aprendizaje, investigación y extensión; relación profesor/alumno y formación continua), el “desarrollo profesional docente” (formación docente; saberes de la docencia; valoración profesional; ambiente de trabajo propicio para interacciones y construcción de saberes y trayectoria docente) y la “organización y evaluación institucional” (planificación participativa con objetivos y metas definidos; evaluación continua de los procesos y búsqueda de mejoras y ambiente de apoyo y asesoría pedagógica a los profesores universitarios). Para interpretar los resultados se desarrolló la “matriz de posicionamiento de los entrevistados” y la “matriz de análisis documental”, basada en la matriz de efectos de Gil (2009, p.106). También se desarrolló una “combinación de patrón” (Yin, 2010, p.165). Y, el resultado fue considerado positivo, en cada categoría, si al menos el 50% de los elementos analizados, tuvieron como respuesta “sí”. En la segunda fase, se produjo la “preparación”, es decir, la construcción del protocolo del estudio de caso. El investigador se utilizó de la observación de la entrevista y de la investigación documental. Fueron entrevistadas dos personas que eran parte de la Gestión Institucional, y los primeros profesores y alumnos del Campus de Santana do Livramento. El análisis de los datos se dio a través del análisis de contenido, del discurso y de la triangulación. Por último, la Gestión Institucional y los documentos de la Universidad mostraron que UNIPAMPA presentó una preocupación con las categorías de la pedagogía universitaria en 2008, 2009 y 2010. Los primeros profesores percibieron la dedicación institucional en las categorías de análisis, a pesar de algunos apuntes hechos. Los estudiantes percibieron preocupación institucional solamente en una de las categorías, que era la “formación universitaria”. El estudio demostró que toda la documentación de la Institución fue construida después de la Ley de Creación de UNIPAMPA. La pedagogía universitaria fue construida de manera democrática, en por lo menos tres años, y se basó en una propuesta de educación progresiva. En los primeros años, se proporcionaron seminarios de formación docente (anuales), considerados como momentos de reflexión, construcción e interacción de los servidores. Se creó la CAP, en 2010, con la intención de empezar la implementación pedagógica en la Universidad. Esta Coordinación estaba dividida en: Divisão de Apoio Pedagógico y Divisão de Apoio aos Fóruns das Áreas de Conhecimento. Actuó en los campi, a través del trabajo de los servidores Técnicos en Asuntos Educativos. En este contexto, se creó el Programa de Desenvolvimento Profissional Docente (Projeto de Acolhida e Acompanhamento do Professor Ingressante – PAAPI, Projeto de Aperfeiçoamento à Docência Superior – PADS e o Projeto de Qualificação da Gestão do Ensino – ProGEn). Después, CAP pasó a llamarse COORDEP y hubo algunas alteraciones en la estructura de la Coordinación. Así como se creó el NuDE, en cada campus. Pero, al fin de este estudio, se entiende que COORDEP necesita ser reforzada, y el programa de formación docente reactivado, porque está inactivo actualmente. Por lo tanto, se debe reforzar también los NuDEs y la pedagogía universitaria de UNIPAMPA avanzar más y más. / This thesis aims to understand the building process of the university pedagogy at Universidade Federal do Pampa – UNIPAMPA – during its three first years of installment. A research with descriptive objective and qualitative focus took place. The study was of an only case. The first step was the research project. The study proposal was presented, divided into three categories and their constituted elements: The university education (total education of the scholar; teaching/learning, research and outreach; relation professor/student and continuing education),the “professional development for the faculty” (professor education for higher education, teaching knowledge; professional advancement; adequate professional environment that leads to interactions and knowledge and teaching career building) as well as the institutional organization and assessment (participative planning with definite aims and goals; continuing evaluation of processes and search of improvements and support pedagogy to the university professor). To interpret these findings a “matrix of placement of interviewers” was designed, as well as a “matrix of documental analysis”, based on the matrix of effects of Gil (2009, p. 106). A “combination of standard” was also developed (Yin, 2010, p. 165). The result can be considered positive, and each category, when at least 50% of elements out of the analyzed elements, have had a “yes” as answer. In the second phase, there was a concern to build a case study protocol. The researcher used observation, interviews and documents research. Two people that were part of the Institutional Administration and the two first professors of Santana do Livramento Campus were interviewed. The data was analyzed through content, speech and triangulation. The Institutional Administration and the University documents showed that UNIPAMPA has demonstrated concern towards the university pedagogy categories in 2008, 2009 and 2010. The first professors have realized the institutional commitment to the analysis categories, despite some notes. On the other hand, the students have noticed institutional concern in only one category, “university education”. The study has showed that all documentation of the institution was built after the Law that implements UNIPAMPA. The university pedagogy was built in a collective and democratic way, in the course of three years, based on a progressive proposal of education. In the first years, there were seminars for the faculty (annual) that were considered as opportunities for thinking, building and interaction among the staff. CAP was created in 2010, aiming to start the pedagogy implementation at UNIPAMPA. CAP was divided into: Pedagogical Support Division and Seminars for Knowledge Areas Support Division. CAP was in all campuses. In this context, Professor Developing Program (Welcome Project for the Entering Professor – PAAPI, Qualifying Higher Education Professors Project PADS and the Teaching Qualification Project – ProGen) were created. Later, CAP turned into COORDEP and suffered some structural changes. The NuDE was also created in each campus. At the end of this study, it is possible to understand that COORDED needs to be empowered, as well as the programs need to be reactivated, once they were interrupted. In this sense, it is also important to reinforce the NuDEs and the university pedagogy at UNIPAMPA in order to advance.

Made available in DSpace on 2016-04-28T20:56:33Z (GMT). No. of bitstreams: 1 Victor Rafael Laurenciano Aguiar.pdf: 1232087 bytes, checksum: 1e5221ecbe853f7e229d9e559eea84a8 (MD5) Previous issue date: 2012-10-17 / This paper aimed to know how the in-service teacher education contributes to the professional development of Business Administration professors. In addition to this main objective, three other secondary objectives were defined: to identify the professional teaching knowledge of the professors and how they developed this knowledge, if they develop their knowledge by their own and / or institutional initiatives and, finally, if they have the necessity for an ongoing updating. It was carried out a theoretical study based on many authors, for instance, Imbernón and Marcelo who were the main reference in relation to the professional development theme, while Tardif was the main one who provided the principles in relation to professional teaching knowledge. A survey research instrument was applied with 235 Business Administration professors, from 10 different community universities which are part of ACAFE System (Association of Santa Catarina educational foundations). It was noticed by the collected data that the initial assumption of this work, expressed in the research question that in-service teacher education contributes to the professional development, was correct, because despite all the limitations pointed out in the in-service teacher education offered currently by all institutions, professors still consider that it helps a lot . But it was possible to realize that there is a limited understanding of professional development, as a synonym for in-service teacher education and in this sense, it was confirmed that in-service teacher education could contribute effectively to professional development if it included (1) reflection on the experiential knowledge, (2) updating the knowledge of the specific field of Administration, (3) discussion of the role of the University and its institutional policies, (4) the curriculum of the course as a whole, (5) knowledge of reality and the students of the institution / Este trabalho visou estudar como a formação continuada contribui para o desenvolvimento profissional de professores de Administração. Além deste objetivo principal, três outros objetivos secundários foram definidos: identificar quais são os saberes profissionais docentes destes professores e como os constituíram, se eles desenvolvem seus saberes por meio de iniciativas próprias e/ou institucionais e, por fim, se sentem a necessidade de uma constante atualização. Realizou-se o estudo de muitos autores, todavia deve-se destacar que, em relação ao tema desenvolvimento profissional, Imbernón e Marcelo foram os principais referenciais, enquanto em relação aos saberes profissionais docentes, Tardif foi o autor mais consultado. Para alcançar os objetivos propostos realizou-se um estudo do tipo survey com 235 professores que atuam na graduação em Administração, de 10 diferentes instituições de ensino, todas comunitárias e pertencentes ao Sistema ACAFE (Associação Catarinense das Fundações Educacionais). Por meio dos dados coletados pode-se constatar que o pressuposto inicial deste trabalho, expresso na própria questão de pesquisa, de que a formação continuada contribui para o desenvolvimento profissional, estava correto, pois apesar de todas as limitações apontadas na formação continuada atualmente oferecida por todas as Instituições, ainda assim os docentes consideram que a mesma auxilia muito . Mas pôde-se perceber que há um entendimento restrito de desenvolvimento profissional, como sinônimo de formação continuada e neste sentido, confirmou-se que a formação continuada poderia contribuir efetivamente para o desenvolvimento profissional se contemplasse (1) a reflexão sobre os saberes experienciais; (2) a atualização dos saberes do campo específico da administração; (3) a discussão da função da Universidade e de suas políticas institucionais; (4) a proposta curricular do curso como um todo; (5) o conhecimento da realidade e dos discentes da Instituição