Mestrado acadêmico e o desenvolvimento profissional de professores da Educação Básica: contribuições na formação, pesquisa e prática de egressos do PPGEd-So/UFSCar

• Ano de defesa: 2024
• Autor(a) principal: Francisco, Aline Luz Mesquita
• Orientador(a): Fortunato, Ivan
• Tipo de documento: Tese
• Tipo de acesso: Acesso aberto
• Idioma: por
• Instituição de defesa: Universidade Federal de São Carlos; Câmpus Sorocaba
• Programa de Pós-Graduação: Programa de Pós-Graduação em Educação - PPGEd-So
• Palavras-chave em Português: Desenvolvimento Profissional; Mestrado Acadêmico; Formação de Professores; Saberes Docentes
• Palavras-chave em Inglês: Professional Development; Academic Master's Degree; Teacher Training; Teaching Knowledge
• Área do conhecimento CNPq: CIENCIAS HUMANAS::EDUCACAO
• Link de acesso: https://repositorio.ufscar.br/handle/20.500.14289/20742

This scientific production in the area of education addresses the aspect of teaching professional development related to the academic master's course in order to answer the following question: what are the contributions of the training experienced in the academic master’s degree in education at the Federal University of São Carlos on the Sorocaba/SP campus? for the professional development and educational practice of graduates in Basic Education? The aim, in general, is to investigate the contributions of the academic master’s degree in education at the Federal University of São Carlos in Sorocaba/SP in the professional development of Basic Education teachers from the perspective of PPGEd-So graduates. The qualitative and quantitative research used documental analysis of the pedagogical political project, curricular matrix and general and specific guidelines of the program involved to construct data; initial mixed electronic questionnaire with PPGEd-So graduates from 2013 to 2020; and semi-structured interview with a sample of questionnaire respondents with initial training in pedagogy or teaching degrees and working as Basic Education teachers. By providing comprehensive data on the master’s perception regarding their postgraduate career, the results reveal significant contributions to the professional development of teachers in the areas of training, research and practice, identifying limits and possibilities of the master's course in the academic modality in this process, locally and generally. In a complementary way, there were important benefits for the Postgraduate Program addressed (PPGEd-So) due to the systematic overview of its impact on the personal, academic and professional trajectory of graduates, also stimulating new investigations and in-depth studies that value the informative potential of graduates in the improvement of educational processes.