A arquitetura organizacional dos processos educativos do curso de direito da Unisul – unidade de Araranguá

• Ano de defesa: 2019
• Autor(a) principal: Machado Júnior, Laércio
• Tipo de documento: Dissertação
• Tipo de acesso: Acesso aberto
• Idioma: por
• Palavras-chave em Português: Educação superior; Formação de professores; Práticas pedagógicas; Organização de processos educativos; Professores de direito
• Link de acesso: https://repositorio.animaeducacao.com.br/handle/ANIMA/3514

The purpose of this project is to present the ongoing research linked to the post-graduate program stricto sensu in Education, UNISUL, bringing as a theme the training of teachers for Higher Education. The Law on the Guidelines and Bases of National Education - LDB, Law No. 9.394/96 and National Curricular Guidelines for the Law Undergraduate Course (DCN), as well as the pedagogical documents of the institutions of Higher Education - PPI and PPC, describe a profile with reflexive posture and critical view of the egress of the course of law, with a full training of the human person, fit for the exercise of citizenship and qualification for work. The research aims to analyze if the organizational architecture of the educational process (mainly through its objectives, teaching strategies and evaluation) proposed in the teaching plans of Unisul law course, unit of Araranguá, make it possible to achieve the established egress profile documents of the course. The research is based, theoretically, on the productions of Pimenta & Anastasiou (2003), Anastasiou & Pessate Alves (2006), Cunha (2014), Becker (1993), Mizukami (1986), Moraes (2014), Piaget (1985), Perrenoud (1999), Severino (2016), among other authors. The research will be developed from the historical-cultural theoretical-methodological reference, proposed by Le Goff, in the Book History and Memory (1990), that will allow the researcher's look on the historical documents, intentionally fabricated by that society that produced it, demystified (dismantled, demolished) by the set of monuments (inheritance of the past) created around the document (such as classroom or teaching plan), digging the truth behind the document (researcher's role is critical to the document), seeking the lived history, and not simply the objective and scientific history described in the document. This methodology allows us to know the present by the past and the past by the present, and in its dialectical dimension of the narrated stories allows us to seek the present-future or future-present with the suggestion of techniques of "teaching" (ANASTASIOU & PESSATE ALVES, 2006) and evaluation as an ally in the formation of the student profile. The research will be developed by the inductive method and the technique of bibliographical and documentary revision, being of qualitative character, which, according to Severino (2016) leads to the analysis of the contents of the research, and not only the quantities or percentages, even though they are relevant . The collection and collection of data will take into account the analysis of bibliographic references and pedagogical instruments that guide the Law Course of Unisul, unit of Araranguá, to confront them with the teaching plans of teachers. The semi-structured interview with teachers can also be used when and if necessary for a better understanding and complementation of the data collection. We will analyze 10 teaching plans, randomly chosen, one for each semester, from the beginning to the end of the course, between the learning units with 60 hours. In the analysis of the plans, it was possible to observe the prevalence of relational pedagogy, with dialectical teaching and learning practices, dialogic expository classes, group work development, encouragement of academic research and production, activities that allow approximation to practice, and many experiences creative and well structured in teaching strategies. However, although this choice of relational and dialectical strategies of teaching and learning is visible, the same movement is not perceived in the methods of evaluation, where it is verified that about 80% of the chosen methods are restricted to written evaluations that value the memorization, without concern for the procedural nature of the evaluation, restricting the student's conceptualization. As results, we intend to verify if the methodological and evaluative choices proposed by the teacher account for forming the egress profile as defined in these instruments. It also seeks to demonstrate the need for pedagogical training of the law professor for the best practice of teaching practice.