Formação docente e profissionalização sob a ótica de pós-graduandos stricto sensu em administração de duas universidades federais

• Ano de defesa: 2015
• Autor(a) principal: Narciso, Eliza Rezende Pinto
• Tipo de documento: Dissertação
• Tipo de acesso: Acesso aberto
• Idioma: por
• Instituição de defesa: Universidade Federal de Lavras; Programa de Pós-Graduação em Administração; UFLA; brasil; Departamento de Administração e Economia
• Palavras-chave em Português: Profissionalização docente; Docência; Ensino Superior; Administração; Professor professionalization; Teaching; Professor; College education; Administration; Educação
• Link de acesso: http://repositorio.ufla.br/jspui/handle/1/10557

Brazilian college education has undergone changes in its system over the past years. Specifically as regards the degree course in Business administration, this is touted as the suffered further expansion in the number of institutions that offer and the number of students enrolled. In this scenario, the role of the teacher who works in higher education should not be overlooked. Thus, the search rescues important aspects of teaching incorporating the national literature, theories of education on teacher professionalization, which is based on the constitution of reflective knowledge about the practice of teaching. In this sense, the work seeks to identify aspects of professionalization in the initial training phase, understood as the graduate in business administration, and answer the following question: What is the understanding of graduate students on professional for teaching in higher education? Through literature review and analys is of the current Brazilian legislation, it was clear that the pedagogical training of teachers for higher education is a subject rarely addressed in Brazilian public policies. The theme still suffers from reflections directly involving college education and prospects for appreciation of activity and continuing teacher education. Through the use of focus group technique, it was possible to identify training actions promoted by graduate programs in administration and know about the training experience of graduate students. Thus, issues such as training environment, training process, experience and expertise in graduate school were addressed.