A prática pedagógica do professor de administração : um estudo por meio da metodologia da problematização

AUTOR(ES)
DATA DE PUBLICAÇÃO

2007

RESUMO

In this study, the importance of the administration teacher s pedagogical practice and its influence on the teaching-learning process is approached, by analyzing characteristics of Administration teachers performance in two Higher Education Institutions in the North of Paraná. The research was oriented by the five phases of the Problematization Methodology, with Maguerez s Arch. As a consequence of Reality Observation, the first phase of this methodology, the problem to be investigated was selected: "considering that the Administration teacher still lacks clarity regarding their pedagogical performance, how can this affect student s learning?". In the second phase, after reflection upon the problem, three Key-Points were elected, dealing with: the meaning and the importance of the Higher Education teacher s pedagogical practice in Management teaching; the influence of the Management Course Higher Education expansionist and quantitative policy, regarding teacher s performance and the graduate s profile; and the contribution of subjects who underwent the teaching-learning process of the Administration Course and of graduates of the course as regards the implications of teacher s pedagogical performance s for the professional s education. Such aspects were used as a basis for the Theorization phase, for whose development literature subsidies were sought and by means of teachers , graduates and students consultation, it could be confirmed that the Management teacher does not clearly perceive his pedagogical practice importance to his students learning. It was also confirmed that the unleashed expansion of Higher Education Institutions offering Administration Courses has been detrimental to the Manager s education. From the collaborators answers, a set of revealing aspects concerning their view of pedagogical practice influence on the teaching-learning process was obtained. It was concluded that despite Administration teachers lack of clarity regarding their pedagogical practice, some positively interfere in the education of future professionals, while others need more awareness and support for their practice. In the Hypotheses of Solution, suggestions were elaborated for an awareness of the Administration teacher as regards a constant reflection of their pedagogical practice, including an institutional evaluation encompassing teacher performance and results obtained; the realization of updating courses, enabling such reflection and knowledge of new manners for Administration courses teaching practice, amongst others. As far as the Application to Reality is concerned, the last phase of our methodology, we committed to deliberately act upon the studied reality, by means of publicizing the research results among teachers of the Course, in order to sensitize them about the importance of their pedagogical practice; by means of providing feedback of the research to all collaborators; by way of a reflection with students about the meaning of their performance in the course and with their teachers, envisaging their pedagogical education; as well as through several forms of dissemination of this investigation. We believe the collection of information and analyses gathered in this investigation will be able to contribute to expand reflection and decision-making of those responsible for Administration teaching, aiming at the quality of this area s professionals pedagogical education.

ASSUNTO(S)

higher education - teaching methods university teachers - training administração - estudo e ensino administração - formação de professores ensino superior - métodos de ensino professores universitários - formação management - study and teaching

ACESSO AO ARTIGO

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