O professor e a comunicação na sala de aula: importância atribuída à formação didático-pedagógica e às técnicas de comunicação em sala de aula, por estudantes de pós-graduação que têm interesse em lecionar no ensino superior

• Ano de defesa: 2013
• Autor(a) principal: Catellani, Gabriel Veiga
• Orientador(a): Placco, Vera Maria Nigro de Souza
• Tipo de documento: Dissertação
• Tipo de acesso: Acesso aberto
• Idioma: por
• Instituição de defesa: Pontifícia Universidade Católica de São Paulo
• Programa de Pós-Graduação: Programa de Estudos Pós-Graduados em Educação: Psicologia da Educação
• Departamento: Psicologia
• País: BR
• Palavras-chave em Português: Didática; Comunicação; Ensino Superior
• Palavras-chave em Inglês: Teaching; Communication; Higher education
• Área do conhecimento CNPq: CNPQ::CIENCIAS HUMANAS::EDUCACAO::FUNDAMENTOS DA EDUCACAO::PSICOLOGIA EDUCACIONAL
• Link de acesso: https://tede2.pucsp.br/handle/handle/16097

This research emerged from the study and investigation related to the real problems presented by our students who are teachers or aspiring teachers in higher education and who see tools for solving part of the pressing needs that teaching currently imposes in teaching, communication, and communication techniques, coming from the theater. Our study aims to investigate the importance attached to communication techniques, the concept of teaching, what it means to be a teacher and how communication techniques learned in the course of instruction in higher education taught by Projeto Mestre can improve or expand this concept. Therefore individual, in person interviews were held with six graduate students that are interested in teaching, on the subject of "teaching for higher education." A qualitative analysis was based on the answers, with the development of categories and selection of answers, relating them to the theories presented. The theoretical framework that supports and justifies this study arises from the intersection between the importance attributed to the identity formation of the teacher (Dubar, 2005), which takes their cognitive, affective, and expressive aspects into consideration, and human-interactional dimensions (Placco, 2006). Thus, the hypothesis underlying this research is that when graduate students, interested in teaching in higher education, have access to education in communication and teaching, as well as communication skills in the classroom, they begin to give substantial importance to the didactic and pedagogical education, with emphasis on communication, and realize the importance of these strategic tools for a better implementation of teaching