Desenvolvimento profissional de docentes universitários: manifestações de afetividade em um grupo colaborativo

• Ano de defesa: 2020
• Autor(a) principal: Vieira, Nágilla Regina Saraiva
• Tipo de documento: Dissertação
• Tipo de acesso: Acesso aberto
• Idioma: por
• Instituição de defesa: Universidade Federal de Uberlândia; Brasil; Programa de Pós-graduação em Educação
• Palavras-chave em Português: Desenvolvimento Profissional Docente; Teacher Professional Development; Afetividade; Affectivity; Grupo Colaborativo; Collaborative Group; CNPQ::CIENCIAS HUMANAS::EDUCACAO
• Link de acesso: https://repositorio.ufu.br/handle/123456789/29182; http://doi.org/10.14393/ufu.di.2020.142

This research, carried out within the scope of the Line of Knowledge and Educational Practices, discusses the manifestations of Affection in a Collaborative Group, whose purpose was to promote the Professional Development of university professors. The problem that guided this research was: What are the manifestations of Affectivity present in a process of formation and Professional Development in Higher Education? And, we list as objectives: to identify and analyze the manifestations of Affectivity during a formative process of university professors; deepen understandings about the concept of Affectivity and Professional Development of university professors; and to analyze the contributions of the collaborative group for the Professional Development of Teachers in interface with Affectivity. This investigation was configured as a collaborative action research, with a qualitative approach and used the Signification Centers as an analysis tool to apprehend the constitution of the meanings constructed in the Collaborative Group. The training action was materialized through the partnership between GEPDEBS - Group of Studies and Research on Teaching in Basic and Higher Education with the Training Division of the Federal University of Uberlândia. The Collaborative Group was composed of 13 professors from different academic units at the University who signed up to participate in the action, mediated by two researchers. The research corpus consisted of testimonies and productions written by collaborating professors during the reflective sessions, in addition to the researchers' field notes. Two cores of meaning were built: the first had as its main meaning the internal processes that employees experienced during DPD actions: dilemmas, contradictions, confirmation, satisfaction, crisis, confrontation and transformation into relation to the teaching profession. The second core had the external processes that were produced as the main meaning area, especially through the Collaborative Group: the mediation of the other, the collaborative group, the relationship with peers and students. Affectivity, in general, was manifested through the testimonies, attitudes and behaviors that showed the teachers' concern to reframe their pedagogical practices. Critical reflection, anchored in the theoretical frameworks studied, allowed for the redefinition of teaching, the processes of organizing classes, the choice of the best methodologies for each theme, the processes of learning assessment and, mainly, in the relationship established with their students and in collaboration created between all participants. The analysis indicates that Affectivity was explicitly manifested in the confidence in sharing doubts, anxieties and fears, in the exchange of experiences in order to solve the challenges faced in the profession, and in the determination to conclude that training process. Finally, Affectivity was also manifested in the desire of each person present to become a better person, not only from the point of view of professional development, but, above all, of human development. As a conclusion, we discuss the impossibility of separating Affectivity from cognition in human beings and, therefore, it is essential to study it in pedagogical spaces, with special attention to the context of higher education. Only in this way will it be possible to fully understand the human being and, thus, to envision permanent training actions that promote a democratic and emancipatory education.