Detalhes bibliográficos
| Ano de defesa: |
2015 |
| Autor(a) principal: |
Pazinato, Aldiciane
 |
| Orientador(a): |
Fávero, Altair Alberto
|
| Banca de defesa: |
Não Informado pela instituição |
| Tipo de documento: |
Dissertação
|
| Tipo de acesso: |
Acesso aberto |
| Idioma: |
por |
| Instituição de defesa: |
Universidade de Passo Fundo
|
| Programa de Pós-Graduação: |
Programa de Pós-Graduação em Educação
|
| Departamento: |
Educação
|
| País: |
BR
|
| Palavras-chave em Português: |
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| Palavras-chave em Inglês: |
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| Área do conhecimento CNPq: |
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| Link de acesso: |
http://10.0.217.128:8080/jspui/handle/tede/594
|
Resumo: |
The reality reveals the urgency to promote the formation processes of the professionals involved in the Higher Education context, as a way to improve the quality of education. It is listed the precarious education or, sometimes, the lack of teachers training that work in the classroom. In this context, the present research proposes itself to understand the route of continuing education of Higher Education teachers, on the university pedagogy proposal. For this, it had been developed an outline research, methodologically, as qualitative, on the overall objective, of exploratory nature and according to the technical procedure of research, as a theoretical and bibliographic study. Thus, it avail on the structuring of a theoretical framework and of a literature review to understand from the transformation processes of the university, since its origin to the twenty-first century, and with these modes of continuing education of teachers. Still, and very especially, it was approached the assumptions of university pedagogy for this process, taking as basis the developed experiences in Higher Education Institutions from Rio Grande do Sul since the Southbrazilian Network of Higher Education Researchers. The main results point to the fruitful possibilities of university pedagogy, as a responsible and committed action with the aim of improving training in Higher Education, because of is is an innovative reform project of this education level, which prioritizes the qualified continuing education of teachers. In this direction, it would be allowed to the teacher to become a researcher, to participate on the construction of the educational project of their institution, to work in teams, to attend study groups, to develop an interdisciplinary vision and to understand the teaching and learning process as construction of knowledge. It is conclude that it is possible to think the university pedagogy as an educational policy, ceasing to be just project to be a promising indicative to gestate and develop the education quality |
