Conselho Nacional de Desenvolvimento CientÃfico e TecnolÃgico / Esta pesquisa reporta-se à constituiÃÃo dos saberes pedagÃgicos de professores do Curso de
Pedagogia da Universidade Regional do Cariri â URCA. Tem como principal aporte teÃrico
os estudos de Pimenta (2009; 2011; 2012), Tardif (2014), Veiga (2004; 2010; 2012; 2014),
bem como, o estudo sobre a racionalidade pedagÃgica desenvolvido por Therrien (2006;
2008; 2011; 2012). Busca problematizar o discurso corrente de que o domÃnio dos conteÃdos
de ensino seria suficiente para o exercÃcio da docÃncia no Ensino Superior. Elegeu-se como
objetivo geral: analisar a constituiÃÃo dos saberes pedagÃgicos de professores do Curso de
Pedagogia da Universidade Regional do Cariri â URCA, segundo as narrativas docentes. JÃ
como objetivos especÃficos temos: 1) investigar qual a concepÃÃo de saber pedagÃgico
expressa nas narrativas de professores do Curso de Pedagogia da Universidade Regional do
Cariri â URCA; 2) descrever como a formaÃÃo inicial pode contribuir para a produÃÃo dos
saberes pedagÃgicos que subsidiam o exercÃcio do magistÃrio no Ensino Superior, ainda que
esta tenha como finalidade habilitar o professor para exercÃcio do magistÃrio na EducaÃÃo
BÃsica e 3) caracterizar a relaÃÃo entre a docÃncia no Ensino Superior e a produÃÃo dos
saberes pedagÃgicos. O presente estudo fundamenta-se na pesquisa qualitativa e tem como
instrumentos de coleta de dados o questionÃrio, para caracterizaÃÃo dos sujeitos, e a entrevista
narrativa, conforme as proposiÃÃes indicadas por Jovchelovitch e Bauer (2012). Os dados
provenientes das entrevistas foram apreciados segundo a tÃcnica de AnÃlise de ConteÃdo
desenvolvida por Bardin (2011). Os achados da pesquisa foram agrupados de acordo com os
objetivos. Como tessituras finais, indica-se que: a constituiÃÃo dos saberes pedagÃgicos dos
professores entrevistados, ocorre por meio das experiÃncias vivenciadas no decorrer do
magistÃrio; a concepÃÃo de saber pedagÃgico dos professores està relacionada ao saber
ensinar, o que o caracteriza um saber especÃfico da docÃncia; a formaÃÃo inicial à um espaÃo
de compreensÃo do processo de ensino, contribuindo para a produÃÃo dos saberes
pedagÃgicos que subsidiam a prÃtica dos professores entrevistados e, por fim, indica-se que a
relaÃÃo entre a docÃncia no Ensino Superior e a produÃÃo dos saberes pedagÃgicos ocorre por
intermÃdio do estudo e da realizaÃÃo de pesquisas sobre o ensino e a aprendizagem. / This research is about the constitution of the pedagogical knowledge of teachers of the
Pedagogy Course of the Universidade Regional do Cariri - URCA. Its main theoretical
contribution is the studies of Pimenta (2009, 2011, 2012), Tardif (2014), Veiga (2004, 2010,
2012, 2014), as well as the study on pedagogical rationality developed by Therrien (2006;
2011; 2012). It seeks to problematize the current discourse that the mastery of the contents of
teaching would be sufficient for the exercise of teaching in Higher Education. It was chosen
as the general objective: to analyze the constitution of the pedagogical knowledge of teachers
of the Pedagogy Course of the Universidade Regional do Cariri - URCA, according to the
teaching narratives. As specific objectives we have: 1) to investigate the conception of
pedagogical knowledge expressed in the narratives of teachers of the Pedagogy Course of the
Universidade Regional do Cariri - URCA; 2) to describe how the initial shaping of knowledge
can contribute to the production of pedagogical knowledge which subsidizes the exercise of
teaching in Higher Education, even though this one has the purpose to enable the teacher to
exercise the teaching in Basic Education and 3) to characterize the relationship between
teaching in Higher Education and the production of pedagogical knowledge. The present
study is based on qualitative research and has as instruments of data collection the
questionnaire, for characterization of the subjects, and the narrative interview, according to
the propositions indicated by Jovchelovitch and Bauer (2012). The data from the interviews
were evaluated according to the Content Analysis technique developed by Bardin (2011). The
research findings were grouped according to the objectives. As final considerations, it is
indicated that: the formation of the pedagogical knowledge of the teachers interviewed occurs
through the experiences they met during the teaching period; the conception of pedagogical
knowledge of the teachers is related to the teaching ability, which characterizes a specific
knowledge of teaching; the initial shaping of knowledge is a space of understanding of the
teaching process, contributing to the production of the pedagogical knowledge that subsidizes
the practice of the teachers interviewed, and finally, it is indicated that the relation between
teaching in Higher Education and the production of pedagogical knowledge occurs through
study and research on teaching and learning.
| Identifer | oai:union.ndltd.org:IBICT/oai:www.teses.ufc.br:12913 |
| Date | 00 October 2018 |
| Creators | Maria de Lourdes Tavares MagalhÃes |
| Contributors | Bernadete de Souza Porto |
| Publisher | Universidade Federal do CearÃ, Programa de PÃs-GraduaÃÃo em EducaÃÃo, UFC, BR |
| Source Sets | IBICT Brazilian ETDs |
| Language | Portuguese |
| Detected Language | English |
| Type | info:eu-repo/semantics/publishedVersion, info:eu-repo/semantics/masterThesis |
| Format | application/pdf |
| Source | reponame:Biblioteca Digital de Teses e Dissertações da UFC, instname:Universidade Federal do Ceará, instacron:UFC |
| Rights | info:eu-repo/semantics/openAccess |
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