Formar professores universitários: tarefa (im)possível?

Abstract

This paper originated from a post-doctoral research on institutional university teachers' development programs. Its objective is to question formative actions for higher education teaching at public universities, identifying the risks, tensions and challenges faced by these institutionalized programs. During this descriptive -exploratory study, programs coordinators were consulted through a face-to-face interview, while recognized researchers from the university teaching development area were interviewed via email. The analysis used was based on the hermeneutics -dialectics method. A few challenges surfaced: the constant struggle resisting regulatory policies directed against an education that aims at social quality; the sustainability of institutional policies; the valorization of university teaching development programs regulated by ethical and political principles related to human emancipation; and, as a strategy against hegemonic status, the construction of articulation networks among existing programs.

Docência, Pró-Saúde e PET-Saúde: narrativas de um fazer interprofissional

“…Therefore, this research reaffirms and evidences clues [18][19][20] in loco education, teacher work appreciation, interprofessional perspective practice, university-service-community partnership, recognition of knowledge from practice and its dialog with academic and pedagogical knowledge -for changing teacher education proposals in health. The learning itineraries narrated by the participants of this study were decisive to conduct collaborative, interprofessional and critical teaching practices socially implied and referenced in the subjects' needs.…”

Determinantes, Procesos y Resultados de la Formación Inicial de Profesores de Enseñanza Básica y Educación Parvularia en Chile: Una Aproximación Conceptual

“…La calidad de los profesores se asocia con: poseer conocimientos consistentes con una preparación académica superior; exhibir habilidades interpersonales; demostrar un compromiso con los valores sociales; y poseer capacidad de adaptación e innovación (Vasconcellos y Sordi, 2016). En concreto, la calidad del profesorado es un factor clave que impacta en el proceso de enseñanza y aprendizaje (Clark et al, 2016) y en los resultados académicos.…”

Reflexões Sobre a Ação Didática e a Formação Docente no Ensino Superior: Um Levantamento Bibliográfico

“…O século XXI vem sendo permeado por uma gama de discussões a respeito da atuação docente no Ensino Superior, em seus múltiplos aspectos, por se tratar de um campo de complexas interações, que envolve pensamento e ação, fazer e saber, saber e ser, nas quais comumente é priorizado o domínio científico da área de formação do profissional. Ao passo que esse nível de educação vem sendo afetado pelas questões políticas, econômicas, incluindo sentidos e valores, possivelmente, por conta das imposições do sistema produtivo (OLIVEIRA; KOIFMAN, 2013;FREITAS et al, 2016;VASCONCELLOS;SORDI, 2016).…”