Um olhar sobre a linha do equador: representações dos docentes-profissionais acerca da docência universitária
Miniatura indisponível
Ficheiros
Data
2010
Título da revista
ISSN da revista
Título do Volume
Editora
Resumo
A presente dissertação resulta de uma pesquisa de cunho fenomenológico sobre a docência universitária na contemporaneidade. Discute sobre as mudanças provocadas pela contemporaneidade nas relações sociais, nas formas de comunicação e de produção e difusão do conhecimento. Trata-se de um período de transição entre o paradigma dominante (cartesiano) e o emergente (holístico, sistêmico). No campo da Educação, o século XXI exige que seja oferecida aos cidadãos a formação integral, contemplando as quatro aprendizagens fundamentais para o homem contemporâneo: aprender a ser, aprender a fazer, aprender a aprender e aprender a convive. Por essa via, as instituições de ensino devem rever os seus currículos de forma a abarcar não só o conhecimento científico, mas também a cultura popular, o conhecimento do aluno, valores, sentimentos, tudo isto dentro de uma diversidade cultural e social. Para isso, as universidades, instituições responsáveis pela formação de profissionais para atuar na sociedade, têm a responsabilidade de promover uma nova forma de pensar, agir e sentir no mundo. Para tal, é preciso que os docentes universitários repensem, sobretudo, as suas práticas com o objetivo de promover a aprendizagem dos discentes. Na prática docente com perspectivas do paradigma holística, a construção do conhecimento acontece de maneira integradora, na interrelação dos fatos com a história. É uma comunhão entre o presente e o passado com vistas a melhorar o futuro. Assim, neste trabalho, discutimos sobre a formação do docente universitário, a luz da Lei 9.394/96 (Lei de Diretrizes e Bases da Educação Brasileira), das políticas públicas construídas pelo Ministério da Educação (MEC) e Conselho Nacional de Educação (CNE), além de autores estudiosos/pesquisadores do tema. Para esta pesquisa, abarcamos uma amostra de 100 docentes-profissionais, ou seja, bacharéis da área de Ciências Sociais Aplicadas, uma amostra não probabilística por acessibilidade (ou por conveniência). Para efetivação dela, utilizamos como instrumento o questionário fechado. Através das respostas dadas às perguntas do questionário nos foi possível apreender as representações dos docentes-profissionais acerca da docência.
The present dissertation is the result of a research with a phenomenological aspect about the university teaching in the contemporary world. It discusses the changes provoked by contemporariness in the social relationships, in the ways of communication and production and diffusion of knowledge. It is about a period of transition between dominant paradigm (Cartesian) and the emergent (holistic, systemic) one. In the field of Education, the XXI century demands the offer of a global education to all the citizens, contemplating the four fundamental learning (s) for the contemporaneous man: learning to be, learning to do, learning to learn and learn to live with one another. Thus, the educational institutions should review their curriculum in order to involve not only the scientific knowledge, but also the popular culture, the student´s knowledge, values, feelings, everything in a cultural and social diversity. For this, the universities, the institutions responsible for the formation of professionals to act in the society, have the responsibility to promote a new way of thinking, acting and feeling the world. Therefore, it is necessary that the university professors rethink, specially, their practicum with the objective of promoting students ‘learning. In the teaching practice with perspectives of the holistic paradigm, the construction of knowledge happens in an integrating way, in the interrelationship of the facts with the history. It´s a link between the past and the present aiming at improving the future. Thus, in this work, we discuss the university professional formation, based on the Law 9.349/96 (Lei de Diretrizes e Bases da Educação Brasileira-Law of Directives and Foundations of the Brazilian Education) , the public politics built by the Educational Ministry and National Educational Counseling, besides authors who are researchers of the topic. To this research, we involved a sample of 100 professional-docents, that´s to say, Bachelors of Applied Social Sciences, a non probabilistic sample for accessibility (or for convenience). To do this, we used as an instrument a closed questionnaire. Through the given answers to the questionnaire it was possible to understand the representations of the professional-docents about teaching.
The present dissertation is the result of a research with a phenomenological aspect about the university teaching in the contemporary world. It discusses the changes provoked by contemporariness in the social relationships, in the ways of communication and production and diffusion of knowledge. It is about a period of transition between dominant paradigm (Cartesian) and the emergent (holistic, systemic) one. In the field of Education, the XXI century demands the offer of a global education to all the citizens, contemplating the four fundamental learning (s) for the contemporaneous man: learning to be, learning to do, learning to learn and learn to live with one another. Thus, the educational institutions should review their curriculum in order to involve not only the scientific knowledge, but also the popular culture, the student´s knowledge, values, feelings, everything in a cultural and social diversity. For this, the universities, the institutions responsible for the formation of professionals to act in the society, have the responsibility to promote a new way of thinking, acting and feeling the world. Therefore, it is necessary that the university professors rethink, specially, their practicum with the objective of promoting students ‘learning. In the teaching practice with perspectives of the holistic paradigm, the construction of knowledge happens in an integrating way, in the interrelationship of the facts with the history. It´s a link between the past and the present aiming at improving the future. Thus, in this work, we discuss the university professional formation, based on the Law 9.349/96 (Lei de Diretrizes e Bases da Educação Brasileira-Law of Directives and Foundations of the Brazilian Education) , the public politics built by the Educational Ministry and National Educational Counseling, besides authors who are researchers of the topic. To this research, we involved a sample of 100 professional-docents, that´s to say, Bachelors of Applied Social Sciences, a non probabilistic sample for accessibility (or for convenience). To do this, we used as an instrument a closed questionnaire. Through the given answers to the questionnaire it was possible to understand the representations of the professional-docents about teaching.
Descrição
Orientação: António Teodoro
Palavras-chave
EDUCAÇÃO, ENSINO SUPERIOR, DOCÊNCIA UNIVERSITÁRIA, EDUCATION, HIGHER EDUCATION, UNIVERSITY TEACHING, MESTRADO EM CIÊNCIAS DA EDUCAÇÃO