Profissionalização dos professores: conhecimentos, saberes e competências necessários à docência

Abstract

RESUMOObjetivamos analisar diferentes classifi cações e tipologias sobre os conhecimentos, saberes e competências necessários ao exercício da docência. Os onze estudos levantados representam uma parte modesta das pesquisas realizadas nas duas últimas décadas. Ainda assim, foi possível, a partir deles, chegar a quatro conclusões; primeiro, que é enorme a variedade de autores que têm pretendido ordenar a pluralidade, composição e heterogeneidade dos saberes profi ssionais dos professores; segundo, que as próprias classifi cações e tipologias elaboradas, como resultado desses estudos, são tão plurais, diversas e heterogêneas como seu objeto de análise, o que torna impossível uma comparação entre elas; terceiro, que a proliferação de classifi cações e tipologias em lugar de melhorar a compreensão dos saberes por elas estudados, aumentou sua complexidade e os tornaram menos inteligíveis; quarto, que apesar da diversidade de enfoques ser plural, diversa e heterogênea, o signifi cado conceitual é quase o mesmo nos onze autores estudados. Palavras-chave: profi ssionalização dos professores; docência; conhecimento. ABSTRACTWe have as a goal to analyze different classifi cations and types of knowledge, wisdom and necessary abilities to the exercise of teaching. The eleven raised studies represent a modest part of the research made in the two last decades. Still thus, it was possible, get to four conclusions about them; fi rst, that there is a variety of authors who have intended to command the plurality, composition and heterogeneity of professional knowledge of the professors; secondly, that the classifi cations and types of abilities elaborated, as a result of these studies, are as plural, diverse and heterogeneous as their object of analysis, what makes impossible a comparison between them; third, the proliferation of classifi cations and types in place of improving the understanding of knowledge studied by them, it increased their complexity and made them less intelligible; fourth, in spite of being plural, diverse and heterogeneous, the variety of approaches had the same meaning or almost the same for the 11 authors studied.

The Perception of Professionals From the Health Area Regarding Their Training as Lecturers

“…16 This involves learning to investigate, learning to do, learning to exist and learning to be, 17 that is, the lecturer needs to have the knowledges involving the content to be taught, needs to know how to do, needs to have the knowledge of how to apply this content and how to teach this to the students and to have the specific skills to carry out the role of lecturer. [18][19] Experience It is necessary to consider the need for didactic knowledge of the content and not only knowledge of the content per se, 20 besides the pedagogical knowledge which involves aspects such as the organization of the teaching and learning activities, and management of the group of students. 21 The teacher needs to teach the content, but not only this.…”

Os saberes dos professores-referência no ensino de contabilidade

“…According to Puentes, Aquino, and Quillici Neto (2009), introducing the theme of teachers' knowledge initially occurred in Brazil in the works by Tardif (2003), Shulman (1987), and Gauthier et al (1998) and, later, by the dissemination of studies by Brazilian authors (Freire, 2000;Masetto, 1998;Pimenta, 1998Pimenta, , 2002Cunha, 2004) and European authors (Perrenoud, 2000;Garcia, 1992).…”

“…In an attempt to better understand the studies conducted, Puentes, Aquino, and Quillici Neto (2009) classified the studies described above into three groups: expertise, knowledge, and skills required for teaching (Table 1). Shulman (1986Shulman ( , 1987Shulman ( , 2005 1) knowledge of content, 2) pedagogical knowledge (general teaching knowledge), 3) knowledge of curriculum, 4) knowledge of students and learning, 5) knowledge of educational contexts, 6) teaching knowledge of content, 7) knowledge of the objectives, learning outcomes, and philosophical and historical foundations.…”

“…Source: Elaborated by the authors based on Puentes, Aquino, and Quillici Neto (2009) According to Puentes, Aquino, and Quillici Neto (2009, p. 182), the typologies used are not significantly different because "for all of them [authors cited in Table 1], the professionalization of teaching consists of three basic but insufficient ingredients: to know, to know how and to know how to be, presented in the form of knowledge, expertise, and skills. "…”

To the Teacher with Love: the Good Teacher From the Perspective of Generation Y Accounting Students

“…Com os resultados de Puentes et al (2009), posteriormente Miranda et al (2012) buscaram avaliar os saberes predominantes nos docentes percebidos como "professores-referência" pelos alunos de um curso de graduação em Ciências Contábeis de uma universidade pública brasileira. Os autores concluí-ram que as principais razões para escolha dos docentes de referência foram didática ou metodologia de ensino, atitudes e qualidades pessoais do professor.…”