Formação continuada na educação superior : narrativas de processos identitários

• Ano de defesa: 2023
• Autor(a) principal: Souza, Mauro José de
• Tipo de documento: Tese
• Tipo de acesso: Acesso aberto
• Idioma: por
• Instituição de defesa: Universidade Federal de Mato Grosso; Brasil; Instituto de Educação (IE); UFMT CUC - Cuiabá; Programa de Pós-Graduação em Educação
• Palavras-chave em Português: Formação continuada; Educação superior; Pesquisa narrativa; Processos identitários; Professor ingressante; CNPQ::CIENCIAS HUMANAS::EDUCACAO; Continuing education; Higher education; Narrative inquiry; Identity processes; Newly appointed professor
• Link de acesso: http://ri.ufmt.br/handle/1/5436

ABSTRACT: This doctoral research centers on the continuing education of professors who have recently joined Public Higher Education and how they construct their professional identities through their experiences. This research is part of the School Organization, Education, and Pedagogical Practices research cluster in the postgraduate program on Education at the Federal University of Mato Grosso – PPGE/UFMT. The historical legacy of Modern science has promoted the notion that scientific knowledge is objective and universally applicable. This approach encourages a detachment between researchers and their subjects, minimizing subjectivity and dissociating them from their life experiences. This, in turn, has led to a specific and linear model of research. Despite the increasing interest in studies on Continuing Teacher Education at the Higher Education level, they still hold a marginal position in formal academic debates, as noted by Marcelo (2009) and Imbernón (2009). Policies for continuing teacher education in this segment have been significantly influenced by entrepreneurialism and managerialism, which have had a substantial impact on educational contexts worldwide over the past decades, especially in higher education. Under such influence, the institutionalization of continuing teacher education programs for university teachers has been restricted. This restriction has had an impact on the identity formation of these professionals (Hall, 2020) as well as on their educational and teaching practices. We start with certain assumptions and questions: How has continuing teacher education been structured in higher education? How does this formative process contribute to the development of professional identities within educational contexts? In this overview, our aim is to understand continuing teacher education in higher education by analyzing its influence on the identity formation of newly appointed professors from their formative perspectives. Additionally, we aimed to explore the continuing education policy for university professors by examining their institutional, professional, and personal journeys through narratives of their lived experiences, learning, and the professional knowledge acquired during their formative paths and practices. Using the narrative inquiry approach developed by Clandinin and Connelly (2015), we collected seven narratives from newly appointed professors at UFMT and three narratives from newly appointed professors at UMA, through interviews. We also interviewed four teacher educators involved in continuing education at the two previously mentioned higher education institutions. The narratives provided by these educators, in conjunction with the theoretical framework applied in this research, revealed significant and interconnected findings: the continuing education programs at these higher education institutions still exhibit characteristics of rigid and protocol-driven practices. Formative actions often occur in situations with specific demands, where the teacher's experience has limited involvement and representation. They tend to be isolated and disconnected, lacking a connection to teaching practice. However, there are emerging models of horizontal formative actions that promote collaboration and long-term processes. These models emphasize life stories and teaching narratives. Narrative inquiry research has the potential to thrive in this context as a unique tool for continuing education and investigative actions involving university professors. From this perspective, we see dialogue and reflection on experiences as powerful actions for boosting professional development. These actions are facilitated by various narrative possibilities and an active and attentive understanding of teachers' daily practices within the framework of narrative inquiry.