A (re)construção dos saberes dos professores bacharéis e o uso de metodologias ativas na Universidade Federal de Sergipe em Lagarto

• Ano de defesa: 2018
• Autor(a) principal: Almeida, Vera Lúcia Carneiro de
• Orientador(a): Marchelli, Paulo Sérgio
• Tipo de documento: Dissertação
• Tipo de acesso: Acesso aberto
• Idioma: por
• Programa de Pós-Graduação: Pós-Graduação em Educação
• Palavras-chave em Português: Educação; Ensino superior; Formação de professores; Ensino; Metodologia; Universidade Federal de Sergipe. Campus Lagarto; Saberes pedagógicos; Prática docente; Metodologias ativas
• Palavras-chave em Inglês: Teaching training; Teaching knowledge; Active methodologies
• Área do conhecimento CNPq: CIENCIAS HUMANAS::EDUCACAO
• Link de acesso: http://ri.ufs.br/jspui/handle/riufs/8127

This work has as theme the reconstruction of teaching knowledge from graduated teachers before the use of active methodologies on the Campus of the Federal University of Sergipe, in the city of Lagarto. The general objective is to analyze the relationship of meaning expressed by teachers about the (re)construction of necessary knowledge for their practices, considering the peculiarities of the active methodologies adopted. It is admited that the structuring of teaching knowledge materializes itself from the relations that teachers establish between the practice and experiences relating to disciplinary knowledge, curricular and experiences derived from his/her history of life, the social context and previous professional experiences. Thus, initially there is no relation of practice with professional knowledge arising from theoretical knowledge of educational sciences, to be treated of academic professors without training experience for teaching. The categories, a priori had as theoretical studies on landmark education (pepper; ANASTASIOU, 2014; FRANCO, 2012; CUNHA, 2008; MASETTO, 2002; 2003); knowing teachers (TARDIF, 2014); active methodologies (BERBEL, 2008, 2012; BATISTA, 2005; SAVIANI, 2010, 2012). It is a quanti-qualitative nature research based on dialectical principles arising from a philosophical basis in which the world is understood as a process in constant transformation. The subjects of the research are 19 professors allocated in the eight courses from the health area offered in the campus. For the data collection it was used a questionnaire applied to 189 teachers and 19 were conducted semi-structured interviews. The quantitative analysis was used for the characterization of the subject and to study the intensity of the senses revealed from the frequency of the data. The qualitative treatment was accomplished from the technique of content analysis (BARDIN, 2016), whereas thematic units categorized as, a priori, and not a priori, reflected from the categories established by work, contradiction and dialectically considered praxis. The results point out that the (re)construction of knowledge is achieved from the relations established by the teachers between the teaching practice and the specifics relating to disciplinary, curricula, experiential and professional contexts. The evidence that teachers assess their practices is as relatively close to what is recommended for the campus, in order to signal to take teaching MA constitutes in a great challenge because it is an unknown methodology for the majority, implying need for more study parallel to the practice. At the same time, they admit not to prefer returning to a practice of traditional methodology, although signals the desire of using hybrid methods. From this study, it is considered the need of thinking about the exercise of teaching as a constant learning, in other words, teachers as professionals in permanent (re)construction. Thus, it is appropriate to ensure them a formative process that support the action of teaching not only in terms of a widespread practice, but also from the perspective of the training constitutes as authentic educational praxis.