Submitted by Luis Ricardo Andrade da Silva (lrasilva@uefs.br) on 2015-09-17T01:12:39Z
No. of bitstreams: 1
Disserta??o_SANTOS,+Nandyara+Souza_2015.pdf: 1636495 bytes, checksum: ba67341b42e1967506e8b4cc2a28e6cc (MD5) / Made available in DSpace on 2015-09-17T01:12:39Z (GMT). No. of bitstreams: 1
Disserta??o_SANTOS,+Nandyara+Souza_2015.pdf: 1636495 bytes, checksum: ba67341b42e1967506e8b4cc2a28e6cc (MD5)
Previous issue date: 2015-04-17 / This dissertation is the result of an empirical research, with a qualitative approach,
conducted as one of the requirements of the Master in Education Degree of the
Universidade Estadual de Feira de Santana. It discusses the role of pedagogical
counseling in pedagogical training of higher education professors, seeing it as referent
to professional development. The research was based on the emerging paradigm of
science (SOUSA SANTOS, 1995), characterized by complexity and transdisciplinarity
(MORAES and VALENTE, 2008) in dialogue with the Theory of Social
Representations (Moscovici, 2003; 2013) (JODELET, 2001). It also dialogued with the
reflections of the higher education teaching field (Cunha, 1998; Ristoff, 2006), the
pedagogical training of the university teaching professionals (Vasconcelos, 2000;
PIMENTA and ANASTASIOU, 2002; TARDIF, 2007; SOARES and CUNHA, 2010),
and pedagogical counseling (LUCARELLI, 2002 and 2008; CUNHA, 2012 and 2014)
and arouse from the following research question: according to the representations of
teachers of a private university of Bahia, which are the contributions from the
pedagogical counseling sector for the professional development of these subjects?
Empirical research was performed at a private college of Bahia, and seven
undergraduate courses professors of the allusive institution of higher education
participated. In order to constitute the corpus of research, we conducted semistructured
interviews, with exmanent type questions (JOVCHELOVITCH and BAUER,
2002). Parts of meaning were organized, analyzed and discussed from the theoretical
and methodological principles of Content Analysis (BARDIN, 2011). As achieved
results, we observed that the professors consider teaching in higher education as a
complex activity, with their professional identity oscillating between vocation and
professionalism, and some teachers believe that dominion of methods and techniques
is sufficient for the act of teaching. Regarding the pedagogical training for teaching in
higher education, we note that the professionalization of professors is shrouded in
many forces, sometimes favorable, sometimes antagonistic, which further complicates
the situation of teaching in university settings, since the lack of teacher training hinders
the establishment of a professional identity. Finally, in discussing the role of
pedagogical counseling, we testify that the performance of the ASPED is a very
controversial topic, incorporating from punctual, urgent issues aimed at meeting the
market needs of a private institution, through the pedagogical training of professors, to
monitoring professors in curriculum reform processes of undergraduate courses,
reviewing assessment practices in education and the registration and promotion of
innovative teaching practices. / A presente disserta??o, resultado de uma pesquisa emp?rica, de abordagem
qualitativa, realizada como um dos requisitos do Mestrado em Educa??o da
Universidade Estadual de Feira de Santana, problematiza o papel do assessoramento
pedag?gico na forma??o pedag?gica de professores da educa??o superior, tomando a
como referente ao desenvolvimento profissional. A investiga??o, lastreada no
paradigma emergente da ci?ncia (SOUSA SANTOS, 1995), caracterizado pela
complexidade e transdisciplinaridade (MORAES e VALENTE, 2008) em di?logo com a
Teoria das Representa??es Sociais (MOSCOVICI, 2003; 2013), (JODELET, 2001),
com as reflex?es no campo da doc?ncia na educa??o superior (CUNHA, 1998;
RISTOFF, 2006), da forma??o pedag?gica dos profissionais do magist?rio superior
(VASCONCELOS, 2000; PIMENTA e ANASTASIOU, 2002; TARDIF, 2007; SOARES
e CUNHA, 2010) e do assessoramento pedag?gico (LUCARELLI, 2002 e 2008;
CUNHA, 2012 e 2014), partiu da seguinte quest?o de pesquisa: de acordo com as
representa??es de professores de uma faculdade da rede privada da Bahia, quais as
contribui??es do setor de assessoramento pedag?gico para o desenvolvimento
profissional desses sujeitos? O locus de realiza??o da pesquisa emp?rica foi uma
faculdade da rede privada da Bahia, sendo que os sujeitos colaboradores foram um
total de 07 professores de cursos de gradua??o da alusiva institui??o de educa??o
superior. A fim de constituir o corpus da pesquisa, realizamos entrevistas
semiestruturadas, com quest?es do tipo exmanente (JOVCHELOVITCH e BAUER,
2002). As por??es de sentido foram organizadas, analisadas e discutidas a partir dos
pressupostos te?rico-metodol?gicos da An?lise de Conte?do (BARDIN, 2011). Como
resultados alcan?ados pudemos observar que os professores consideram a doc?ncia
na educa??o superior como uma atividade complexa, com identidade profissional que
oscila entre a voca??o e a profissionaliza??o, sendo que alguns professores
acreditam que o dom?nio de m?todos e t?cnicas ? suficiente para o ato de ensinar. No
que se refere ? forma??o pedag?gica para a doc?ncia na educa??o superior, notamos
que a profissionaliza??o dos professores ? envolta em muitas for?as, ?s vezes
favor?veis, ?s vezes antag?nicas, o que torna ainda mais complexa a situa??o da
doc?ncia no magist?rio superior, vez que a falta de forma??o pedag?gica dificulta a
constitui??o de uma identidade profissional. Por ?ltimo, ao discutirmos o papel do
assessoramento pedag?gico, testemunhamos que a atua??o da ASPED ? um tema
bastante controverso, incorporando desde as quest?es pontuais, emergenciais que
visam o atendimento das necessidades mercadol?gicas de uma institui??o privada,
passando pela forma??o pedag?gica dos professores, pelo acompanhamento de
docentes nos processos de reformula??o curricular dos cursos de gradua??o, pela
revis?o das pr?ticas de avalia??o na educa??o e pelo registro e fomento de pr?ticas
pedag?gicas inovadoras.
| Identifer | oai:union.ndltd.org:IBICT/oai:tede2.uefs.br:8080:tede/204 |
| Date | 17 April 2015 |
| Creators | Santos, Nandyara Souza |
| Contributors | Ribeiro, Marinalva Lopes |
| Publisher | Universidade Estadual de Feira de Santana, Mestrado Acad?mico em Educa??o, UEFS, Brasil, DEPARTAMENTO DE EDUCA??O |
| 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 UEFS, instname:Universidade Estadual de Feira de Santana, instacron:UEFS |
| Rights | info:eu-repo/semantics/openAccess |
| Relation | -4285438101026463257, 600, 600, 600, 600, 3298115314873488434, -240345818910352367, 7111103360288578993 |
Page generated in 0.0032 seconds