Estágio de docência na graduação: possibilidades e limites na formação de professores universitários

• Ano de defesa: 2012
• Autor(a) principal: Ribeiro, Gabriela Machado
• Orientador(a): Zanchet, Beatriz Maria Boéssio Atrib
• Tipo de documento: Dissertação
• Tipo de acesso: Acesso aberto
• Idioma: por
• Instituição de defesa: Universidade Federal de Pelotas
• Programa de Pós-Graduação: Programa de Pós-Graduação em Educação
• Departamento: Educação
• País: BR
• Palavras-chave em Português: Estágio de docência orientada; Formação de professores universitários; Prática pedagógica
• Palavras-chave em Inglês: Stage oriented teaching; Teacher college formation; Pedagogical practice
• Área do conhecimento CNPq: CNPQ::CIENCIAS HUMANAS::EDUCACAO
• Link de acesso: http://guaiaca.ufpel.edu.br/handle/123456789/1638

The establishment of Stage of Undergraduate teaching like a formation practice teacher to promote Scholars Program Social Demand, signals a CAPES preoccupation with the qualification for the teacher exercise at this level of education. The obligatory character of the scholar, often attributed to experience essentially bureaucratic connotation, however, other alternatives could be possible. When setting up a possibility to approach the teaching activities in higher education, needs to be problematized to become a formation space effectively. From this perspective, we set out to investigate the perceptions of university professor graduate from the Graduate Program in Epidemiology about the stage on undergraduate teaching in the limits and possibilities this activity as well as trying to understand how this could have repercussions on their formation and teaching practice. This is a qualitative research that used the interview as an instrument to collect data with 15 teachers of Higher Education, with different graduates in the health Science that realized the Stage Undergraduate in the Graduate Program in Epidemiology at UFPel. The data were analyzed using content analysis proposed by Bardin (1977) in the light of contributions by Cunha (2005, 2006, 2010), Anastasiou and Alves (2004), Pimenta and Anastasiou (2010), Pimenta and Lima (2004) , Veiga (1982) among others. The results demonstrated that although the considering the stage teaching insufficient to promote a teachers formation, as it has limitations in this configuration, the respondents recognized the importance it had in its formative process, marking it as an important familiarity vehicle with the teaching and the reality of graduation. By highlighting the main contributions arising from their practice to the stage now mention: to discuss certain safety issues and attitude to class, the importance of planning and especially issues related to students, the need to attend to their interests, the way relate to them, identify the level of demand, coping with everyday situations, perception of the need for ongoing dialogue. It was possible with the answers of our interlocutors, we conclude that the stage of teaching is an activity that meets the objectives proposed by CAPES, it maybe in a teaching experience in higher education that will assist in training future higher teachers.