Universidade nova: desafios para a prática pedagógica numa perspectiva interdisciplinar

• Ano de defesa: 2014
• Autor(a) principal: Xavier, Amanda Rezende Costa [UNESP]
• Tipo de documento: Dissertação
• Tipo de acesso: Acesso aberto
• Idioma: por
• Instituição de defesa: Universidade Estadual Paulista (Unesp)
• Palavras-chave em Português: Education; Professores universitários; Educação; Curriculos; Educação - Estudo e ensino; Minas Gerais
• Link de acesso: http://hdl.handle.net/11449/154652; http://www.athena.biblioteca.unesp.br/exlibris/bd/cathedra/22-02-2018/000897339.pdf

This work aims to identify the challenges that university teachers enclosure in their speeches, before the confrontation of pedagogical practices' development in curriculum innovation environments. To do so, we develop a qualitative research, based on a method of the ethnographic type, once the researcher is fully inserted in the universe of study. The locus of the research was a campus of a federal university in southern Minas Gerais, whit is developing the curriculum model promoted by the Restructuring and Expansion of Brazilians Federal Universities Program (REUNI), originated with the proposal of the New University - the Bachelor Interdisciplinary curriculum model. This choice potentiates the study since it represents the scenario in which teachers find themselves entered in an innovative curriculum model, which also promotes the adoption of innovative pedagogical practices. The research instruments used were document analysis of the political-pedagogical project of a Bachelor Interdisciplinary, focus of this study, and document analysis of institutional teacher professional development program and pedagogical training; and also applied open questionnaires to the research subjects, teachers of the course. The study pointed out the profile of teachers entered this curriculum model, and revealed how teachers have been perceiving the conceptual foundation that underpins their pedagogical practice. In this direction, the study passed over four categories, which reveal the understanding of teachers about the concepts of innovation - curriculum and pedagogical -, of teaching knowledge, interdisciplinarity and its relation to the indissociability of teaching, research and science outreach, and teaching challenges in curriculum innovation contexts, assuming here the understanding of the political-pedagogical project and professional development program as ways to overcome these ... (Complete abstract click electronic access below)