As contribuições da leitura para as práticas pedagógicas dos docentes do ensino superior em São Luís-MA
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2013
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O principal objetivo desta investigação empírica fundamenta-se na questão da história das práticas de leitura na trajetória profissional dos docentes do ensino superior e a contribuição dessa leitura para as práticas pedagógicas em sala de aula. A metodologia consiste em uma pesquisa empírica realizada com aplicação de questionários com 34 docentes de ambos os sexos e faixa etária diversas de duas instituições de ensino superior na cidade de São Luís-MA.
Os resultados obtidos apontam que durante formação profissional, os entrevistados adquiriram seus materiais bibliográficos, por meio dos professores e bibliotecas. Constatou-se que houve contribuição da leitura dos materiais bibliográficos que leram durante a formação profissional para a prática em sala de aula, dos 47% investigados apontaram que alguns materiais lidos tiveram contribuição em sua prática em sala de aula. Outros (29%) responderam que às vezes esses materiais lidos contribuem em sua prática, porém, 18% dos investigados responderam que todos os materiais lidos contribuem na sua prática pedagógica em sala de aula. Somente 6% dos investigados responderam que os materiais lidos não têm nenhuma contribuição ou significância em sua prática em sala de aula. Assim constatou-se que somente alguns materiais bibliográficos têm contribuição em sua prática em sala de aula.
The main aim of this empirical investigation is based on the question of the history of reading practices in professional life of teachers in higher education and the contribution of this reading for pedagogical practices in the classroom. The methodology consists of an empirical study conducted with questionnaires to 34 teachers of both sexes and various ages of two institutions of higher learning in the city of Sao Luis-MA. The results indicate that during training, the respondents acquired their bibliographic materials, through teachers and libraries. It was found that there was a contribution of the reading of bibliographic materials they read during training to practice in the classroom, 47 % of surveyed indicated that they had read some material contribution in their practice in the classroom. Other (29 %) responded that they sometimes read these materials contribute in their practice, 18 % of surveyed responded that they read all materials contribute in their teaching in the classroom. Only 6 % of those surveyed responded that they read materials have no contribution or significance in their practice in the classroom. Thus it was found that only a few contributions have bibliographic materials in their practice in the classroom.
The main aim of this empirical investigation is based on the question of the history of reading practices in professional life of teachers in higher education and the contribution of this reading for pedagogical practices in the classroom. The methodology consists of an empirical study conducted with questionnaires to 34 teachers of both sexes and various ages of two institutions of higher learning in the city of Sao Luis-MA. The results indicate that during training, the respondents acquired their bibliographic materials, through teachers and libraries. It was found that there was a contribution of the reading of bibliographic materials they read during training to practice in the classroom, 47 % of surveyed indicated that they had read some material contribution in their practice in the classroom. Other (29 %) responded that they sometimes read these materials contribute in their practice, 18 % of surveyed responded that they read all materials contribute in their teaching in the classroom. Only 6 % of those surveyed responded that they read materials have no contribution or significance in their practice in the classroom. Thus it was found that only a few contributions have bibliographic materials in their practice in the classroom.
Descrição
Orientação: Leonardo
Rocha ; co-orientação: João Batista Bottentuit Junior
Palavras-chave
EDUCAÇÃO, ENSINO SUPERIOR, PRÁTICAS PEDAGÓGICAS, FORMAÇÃO DE PROFESSORES, LEITURA, BRASIL, SÃO LUÍS, EDUCATION, HIGHER EDUCATION, EDUCATIONAL PRACTICES, TEACHERS EDUCATION, READING, BRAZIL, MESTRADO EM CIÊNCIAS DA EDUCAÇÃO