O professor de metodologia de pesquisa na graduação : dilemas e desafios

Eloá Wirgues Garrido

The focus of the present dissertation is the research methodology professor s formation in graduation. The research was developed around the following problem: What aspects can be questioned in the discussion and analysis about this professional s formation? The general objective was to discuss and analyze elements regarding to the research methodology professor s formation in graduation, and the specific objectives: to identify aspects of the research methodology professor s formation in graduation in the perception of these professors; to discuss and analyze the relevant aspects found in data collection related to research methodology professor s formation; and point about the possibilities of research methodology professor s formation improvement. To achieve that, a qualitative study with exploratory-descriptive character was made. Professors that teach research methodology and other corresponding subjects in the Center of Languages and Human Sciences of the State University of Londrina were consulted about questions regarding to the formation and performance of these professors in graduation courses. For the data analysis, the hermeneutic-dialectic model was used. It was verified that: in general, the problems faced by the research methodology professor are similar to the ones faced by other university professors, such as, for example, the lack of specific preparation to act in this educational level and the belief that detaining knowledge is enough to teach; the strictu sensu post graduation courses play an essential role in this professional s formation, once they privilege the research and its learning; the dichotomy usually found between teaching and researching in academic institutions, the dissociation of the research methodology subject from other ones in the curriculum and the great number of students in classrooms, once the complexity of the research activity demands individualized attendance, aggravate the problems related to the formation of the professor and the researcher; the prevalence of an instrumental view of the subject privileges procedures and techniques instead of valorizing epistemological questions and that the teaching of exposition methods or research reports elaboration prevails on the teaching of research methods in researcher formation in graduation. Finally, the study considers that the researcher professor formation, so recommended in pedagogical literature, still finds many challenges and difficulties to constitute itself in a satisfactory way in our reality.

O professor de metodologia de pesquisa na graduação : dilemas e desafios

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