Formação pedagógica continuada no ensino superior: uma experiência de intervenção

Abstract

This masters degree thesis fits into the theme of pedagogical training continued in higher education and had as problematic propose a institutional pedagogical training continued in a public institution of higher education southwest of Paraná specializing in the technological area, considering the characteristics of the teaching staff and the possible contribution in the process of paradigmatic changes in teaching practice. For that has been established as a general objective to develop a process of continuous teacher training in higher education from the characteristics of teachers who work in a public higher education institution specializing in technology, analyzing the needs raised in view of improving the quality of teaching action. The specific objectives were established to perform a literature review on practical continuing education in higher education, search about the complexity paradigm to subsidize continued teacher training in higher education, provide a pedagogical training course, raise the contributions of the actors involved in the process of training and point out possible contributions to the proposition processes pedagogical training continued at the institution. The theoretical foundation of the work was guided by the paradigm of complexity in which we took as basis the studies Morin (2000; 2011), Morin e Kern (2011), Moraes (2002; 2004; 2010), Demo (2002), Tescarolo (2005), Behrens (2008) among others. For a theoretical discussion on the pedagogical training in higher education was used the authors Pimenta e Anastasiou (2002), Vasconcelos (2009),Moraes (2002), Anastasiou (2011), Behrens (2007; 2011) among others. The method chosen for this research study was qualitative, action research which was guided by studies Sandin Estevan (2010) e Thiollent (1996). The research was divided into four phases: in the first phase was carried out state of the art on the subject pedagogical training for teaching in higher education on the platform of CAPES and documentary study on institutional pedagogical training. In the second phase was conducted planning and elaborate an intervention proposal presented to the institution. In the third phase it was applied pedagogical training course aimed at university professors that was attended by 20 professors. In the fourth phase was performed appraisal and replanning of the work followed by a questionnaire to the group of lecturers to raise their proposals on pedagogical training. The study has provided the introduction of the debate on the pedagogical training continued in the research institution and leveraged the work of institutionalization from the structuring of sectors responsible for pedagogical training, considering the suggestions made by the professors. Along with this, has opened up the space for discussion of teaching practice in higher education guided by complexity theory at the institution. Through research it was revealed that there is a need to institutionalize the process of continuing education that combines the specific knowledge and pedagogical with the appreciation of the teaching practice so as to encourage reflection, based on the paradigm of complexity as an alternative to overcome the cartesian model training.