A FORMAÇÃO DE PROFESSORES E AS REPERCUSSÕES NA PRÁTICA PROFISSIONAL DE EGRESSOS DE CURSOS DE ESPECIALIZAÇÃO EM METODOLOGIA DO ENSINO SUPERIOR EM SÃO LUÍS DO MARANHÃO

• Ano de defesa: 2013
• Autor(a) principal: Almeida, Ozana Lins Siqueira
• Orientador(a): NASCIMENTO, Ilma Vieira do
• Banca de defesa: Moraes, Lélia Cristina Silveira de
• Tipo de documento: Dissertação
• Tipo de acesso: Acesso aberto
• Idioma: por
• Instituição de defesa: Universidade Federal do Maranhão
• Programa de Pós-Graduação: PROGRAMA DE PÓS-GRADUAÇÃO EM EDUCAÇÃO/CCSO
• Departamento: Educação
• País: BR
• Palavras-chave em Português: Trabalho docente; Formação do professor; Ensino Superior
• Palavras-chave em Inglês: Teaching; Teacher education; Higher Education
• Área do conhecimento CNPq: CNPQ::CIENCIAS HUMANAS::EDUCACAO
• Link de acesso: http://tedebc.ufma.br:8080/jspui/handle/tede/270

This study analyzes the training of teachers and the impact of such training in the professional practice of graduates of specialized courses in methodology of higher education in two higher education institutions in the city of Sao Luis in Maranhao. For that, we give a brief historical survey about teacher education in Brazil. Then we analyze the guiding theoretical and methodological foundations of teacher education. We used a qualitative approach, by means of literature, documentary analysis and empirical research with theoretical support found in studies of researchers such as Severino (2002), Lakatos and Marconi (2002), among others. We had such empirical field research two Institutions of Higher Education, the Federal University of Maranhão (UFMA) and the Center for Assessment, Planning and Education of Maranhão (CAPEM) and as subjects, the graduates of the year 2010 the specialization course in methodology these institutions of higher education. For the investigation of the subject matter we rely on Silva Junior and Sguissardi (2001), Birth and Melo (2009), Cabral Neto Nascimento and Keys (2011), among others, with regard to Higher Education. In Nóvoa (1995), Anastasiou and Pepper (2002), Masetto (2003), Gatti (2009), Tardif and Lessard (2011), with regard to teacher training. Bibliographic and documentary studies contributed data analysis collected through methodological tools, such as questionnaires and interviews were applied to graduates of the programs. In the group studied, about 70% of the graduates stated the relevance of the course and acquired knowledge, such as teaching, as support for the practice of teaching in higher education. Paradoxically, the more in tune with the subjects took no theoretical basis for the graduates, the same role.