Aprender a ser reflexivo : um desafio na formação profissional do professor universitário

AUTOR(ES)
DATA DE PUBLICAÇÃO

2007

RESUMO

The present work has, as an object of investigation, the reflexive teacher who is based by the modern paradigm. The process of change in this paradigm recalls on a new way of performing. In a reflexive pedagogic method the teacher leads the student to a process of rebuilding a critical comprehension of reality and also the changing influences of the society. In addition it can change thoughts into attitudes which are crucial to a teaching perform that provoke methodology changes in order to collaborate to the learning process. In this context the central issue is how to characterize the pedagogic process of a university professor who seeks for the reflexive learning. This study has a qualitative approach which analyses the professors attitude evaluating whether exist a reflexive pedagogic method or not in learning and teaching process. Authors such as Behrens (1996, 2001, 2005), Freire (2003, 2004), Moraes (1998), Libâneo (1986), Mizukami (1986), Cardoso (1995), Morin (1990, 2001, 2002, 2004), Schön (2000), Perrenoud (1999, 2000, 2002), Alarcão (2003, 2005), Pimenta (2005), Dewey (1959), Pozo (2005), Portilho (2003) and others were used as a theoretical referential. The field analysis was done with 15 educators and 21 academic students in courses such as Pedagogy, Psychology and Philosophy in a private school in Curitiba. To collect the data, semi-structured surveys were used. The data analyses are based on the contents analyse of BARDIN. The research is structured basically on tree branches: the meaning of reflexive; the pedagogic procedures with a reflexive tendency and the procedure with a reflexive pedagogical method. By the comparison of the collected data and the theoretical referential was possible to realize that an effective pedagogical procedure is connected to a higher conscious process of those who are involved in teaching practice. It is possible to affirm that some indicative progress is shown in teaching planning, in the methodology used and other sources as well. Although the teachers saying still reveals a disagreement between on what they say and on what they actually do in class. It seems even harder for those who participated in the survey to consider the pedagogic method by changing the speech into action.

ASSUNTO(S)

professor - formação educacao aprendizagem professores universitários

ACESSO AO ARTIGO

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