As trajetórias da docência no curso superior de tecnologia em saneamento ambiental do Instituto Federal de Educação, Ciência e Tecnologia do Espírito Santo-campus Colatina

• Ano de defesa: 2013
• Autor(a) principal: Souza, Polliana Brunetti Merlo
• Tipo de documento: Dissertação
• Tipo de acesso: Acesso aberto
• Idioma: por
• Instituição de defesa: Universidade Federal do Espírito Santo; BR; Mestrado em Educação; Centro de Educação; UFES; Programa de Pós-Graduação em Educação
• Palavras-chave em Português: Becoming a teacher; Teacher's experience; Teacher's narratives; Teacher training for higher education; Constituição da docência; Trajetória docente; Narrativa docente; Formação de professor de ensino superior; Prática de ensino; Professores - Formação; Professores - Narrativas pessoais; Professores universitários - Formação; Professores universitários - Narrativas pessoais; Educação; 37
• Link de acesso: http://repositorio.ufes.br/handle/10/6055

This work aims at understanding the process of becoming a teacher among a group of teachers at the Environmental Sanitation Graduation Course at Ifes, campus Colatina, in order to comprehend their teacher educational training and teaching experiences. It also aims at investigating their pedagogical training, the reasons why they work athigher education and the implications of their choice of being teachers for their pedagogical practice. This study takes for granted that teachers need to become aware of their educational process,which involves learning a profession characterized by intrinsic knowledge to the occupation and understanding thatteaching in higher education demands specific skills. The legal basis of teachers education was analyzed and it was found that there is no legislationconcerning training for teaching this level. This work highlights collaborative work and research activities as challenges to teaching in higher education, what influences the process of becoming a teacher.The uniqueness of each teacher is considered and concepts of education, identity and teaching in higher education are identified. We assume that each teacher participates in a process of identity construction and that identities are socially built.Therefore, this is a narrative research that allows the narrators the possibility of (re)visiting their training and self-educational practices, in a way that they can make personal interpretations of their experiences. The focus of these narratives was on reflecting about the process ofbecoming a teacher through the life history of each teacher. The analysis of the narratives revealed that it is in the formative years that one starts becoming a teacherand that it is a life-long learning process. The participants concepts of teaching suggest that teachers should teach students integrating specific knowledge of the area to education for life.They also conclude that there is specificity in teaching higher education in relation to other levels of education and realize that teaching should not be impartial. The narratorsconsidered the knowledge of the specific content and the pedagogicalknowledgeas inherent to the work of teachers.They value commitment to self-education practices, which is characterized as an autonomous process of teacher training that requires a reflective exercise of their actions and attitudes in order to understand the reality in which they work. The narrative research provided self-educational moments for our narrators, once the moments of reflection contributed to their understanding of the process of becoming a teacher, strengthening their experiences as expressions of knowledge. These considerations suggest that higher education can be understood as a field of possible teaching education by valuing teachers experiences.