Educação superior : os saberes pedagógicos do bacharel docente

AUTOR(ES)

Reynaldo de Castro Júnior

DATA DE PUBLICAÇÃO

2008

RESUMO

The present study was carried out between 2006 and 2008 and aims to investigate how professors of a Business Administration College of a private institution of higher education build their pedagogical knowledge and teaching practice .The research was based on the following concepts: higher education, teaching practice and pedagogical knowledge. The method chosen was qualitative research and data was collected through analysis of documents, interviews with teachers and questionnaires for students. Gauthier (1998), Sousa (2006), Vázquez (1977), Tardif (2004), Zabalza (2005), Pimenta (2005), Anastasiou (2005), Imbernón (2004), Veiga (2004), Castanho (2004),among others gave the theoretical support for this study , essential to analyse data collected and understand the complexity involved in higher education. Results show that professors build their pedagogical knowledge mainly reflecting upon their teaching practice and their experiences of life. It was also found that post graduation courses such as masters and specialization courses play important roles enabling these professors to build and develop their pedagogical knowledge. The difficulties identified also have an important impact on the construction of the pedagogical knowledge such as: low pedagogical interlocution among professors due to the reduced number of meetings promoted by the coordination of the course; low visibility of the pedagogical proposal of the course by professors and ignorance of the pedagogic project of the institution by the academic staff unabling any pedagogical articulation; an extremely aggressive search for students in a highly competitive market and the conception behind that students are clients to be pleased and that high education is a profitable service. Considering this scenery , information collected seems to indicate that the development of the pedagogical knowledge of professors are result of a solitary and fragmented process of construction and reconstruction of their teaching practice and constitute a major factor for the improvement of higher education.

ASSUNTO(S)

educação superior higher education pedagogical knowledge saberes pedagógicos educacao trabalho docente teaching practice

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