A percepção dos professores de uma instituição de ensino superior privado sobre sua prática pedagógica
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2016
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Analisa-se a percepção do professor no ensino superior privado sobre sua prática pedagógica, procurando saber como se dá a percepção desse professor sobre sua própria prática em consonância com as transformações sociais ocorridas nos últimos anos, oriundas da reformulação das diretrizes para formação do professor, do processo de expansão do ensino superior no País, e qual profissional está sendo oferecido ao mercado de trabalho numa sociedade globalizada. Para tanto temos como objetivo geral analisar a percepção dos professores da FACAM sobre sua própria prática pedagógica e como objetivos específicos questionar como se desenvolve o trabalho do professor com ou sem formação pedagógica nos cursos oferecidos pela Faculdade do Maranhão, e como a prática pedagógica desse professor pode influenciar o resultado final na formação do aluno. Utilizou-se uma metodologia de cunho qualitativo, tendo como apoio instrumentos de coleta e análise de dados, com aportes de Lapassade (2005), Minayo (1998) e Bogdan e Biklen (1994) para análise do objeto investigado. Concluíu-se que a percepção da prática pedagógica desses professores se caracteriza por uma abordagem pautada no paradigma tradicional e tecnicista, com forte influência do pensamento cartesiano na reprodução do conhecimento embora já apresente frágeis posturas de uma abordagem progressista ao perceber o aluno como sujeito de sua própria história.
We have analyzes the teacher's perception in private higher education about his pedagogical practice, seeking to know how the teacher's perception of his own practice is in line with the social transformations that have occurred in recent years, resulting from the reformulation of the guidelines for teacher training, Of the process of expansion of higher education in the country, and which professional is being offered to the labor market in a globalized society. In order to do so, we have as general objective to analyze the FACAM teachers' perception of their own pedagogical practice and, as a specific objective, questions how the work of teachers with or without pedagogical training is developed in the courses offered by the Faculty of Maranhão, located in São Luís, and As the pedagogical practice of this teacher can influence the final result in the formation of the student. A qualitative methodology was used, with data collection and analysis tools supported by Lapassade (2005), Minayo (1998) and Bogdan and Biklen (1994) to analyze the investigated object. It was concluded that the perception of the pedagogical practice of these teachers is characterized by an approach based on the traditional and technicist paradigm, with a strong influence of cartesian thought on the reproduction of knowledge, although it already presents fragile postures of a progressive approach when he sees the students as subjects of their own history.
We have analyzes the teacher's perception in private higher education about his pedagogical practice, seeking to know how the teacher's perception of his own practice is in line with the social transformations that have occurred in recent years, resulting from the reformulation of the guidelines for teacher training, Of the process of expansion of higher education in the country, and which professional is being offered to the labor market in a globalized society. In order to do so, we have as general objective to analyze the FACAM teachers' perception of their own pedagogical practice and, as a specific objective, questions how the work of teachers with or without pedagogical training is developed in the courses offered by the Faculty of Maranhão, located in São Luís, and As the pedagogical practice of this teacher can influence the final result in the formation of the student. A qualitative methodology was used, with data collection and analysis tools supported by Lapassade (2005), Minayo (1998) and Bogdan and Biklen (1994) to analyze the investigated object. It was concluded that the perception of the pedagogical practice of these teachers is characterized by an approach based on the traditional and technicist paradigm, with a strong influence of cartesian thought on the reproduction of knowledge, although it already presents fragile postures of a progressive approach when he sees the students as subjects of their own history.
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Orientação: Leonardo Manuel das Neves Rocha
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MESTRADO EM CIÊNCIAS DA EDUCAÇÃO, EDUCAÇÃO, PRÁTICAS PEDAGÓGICAS, ENSINO SUPERIOR PRIVADO, FORMAÇÃO DE PROFESSORES, BRASIL, EDUCATION, PEDAGOGICAL PRACTICES, PRIVATE HIGHER EDUCATION, TEACHERS EDUCATION, BRAZIL