TEACHING IN HIGHER EDUCATION: A CASE STUDY IN A FORMATIVE DISCIPLINE OF GRADUATE

Authors

  • Adriana Souza Adriana Souza a:1:{s:5:"pt_BR";s:191:"UNICAMP/Coordenadora do Programa de Pós-Graduação em Ciências da Nutrição e do Esporte e Metabolismo (PPG-CNEM) da Faculdade de Ciências Aplicadas (FCA) da Unicamp, Limeira, SP, Brasil";}
  • Luciano Allegretti Mercadante
  • Regina Célia Grando

DOI:

https://doi.org/10.21713/rbpg.v17i37.1695

Keywords:

Teacher training. Teaching strategies. Graduate.

Abstract

In the present study are presented the results obtained from ‘Workshop of Didactic Support’ course, offered since 2016 in a stricto sensu graduate program in the area of ​​Health Sciences. The course aims to: (1) encourage students to discuss and build teaching, learning principles, criteria and strategies; (2) reflect on the humanist education of the university student; (3) plan, build and apply teaching resources in teaching situations. Our research objective was to investigate the formative processes of teaching in higher education, analyzing three moments of the discipline: (1) construction of school memories and reflections on ‘the unforgettable teacher’, (2) humanist teacher training in favor of human development: contemporary debates and (3) ‘hands-on’: collaborative construction and application of innovative tools in undergraduate courses. We considered as data of the research: class narratives of the teachers, production of students' school memories, oral records stored from the students during the debates and discussions in classes, an unforgettable letter to the teacher, video recording of the socialization of classes and presentations. The results indicate that it was possible to construct ways to think about the formation of the future teacher of higher education in the perspective of producing shared knowledge about teaching. Trainers and future teachers learned throughout the process, especially how it is possible to rethink innovative teaching practices in undergraduate courses in a problematic environment, even in subjects with high failure rates.

References

ANDRÉ, M. Pesquisas sobre formação de professores: uma análise das racionalidades. Educação & Linguagem, São Paulo, v. 14, p. 90-104, 2006. ISSN: 1415-9902.
ALARCÃO, I. A formação do professor reflexivo. In: ALARCÃO, I. Professores reflexivos em uma escola reflexiva. São Paulo: Cortez, 2003. p. 40-59.
CARDOSO, M. I. S. T.; BATISTA, P. M. F.; GRAÇA, A. B. S. A identidade do professor: desafios colocados pela globalização. Revista Brasileira de Educação, Rio de Janeiro, v. 21, n. 65, p. 371-390, abr./jun. 2016. ISSN 1809-449X. Disponível em: <encurtador.com.br/ejzH8>. Acesso em: 20 maio 2020.
COCHRAN-SMITH, M.; LYTLE, S. L. Relationships of knowledge and practice: teacher learning in communities. Review of Research in Education, [S. l.], v. 24, p. 249-305, 1999.
COORDENAÇÃO DE APERFEIÇOAMENTO DE PESSOAL DE NÍVEL SUPERIOR (CAPES). Portaria nº 76, de 14 de abril de 2010. Diário Oficial da União: Brasília, DF, nº 73, p. 31-32, 19 abr. 2010. Disponível em: <encurtador.com.br/acAY8>. Acesso em: 20 maio 2019.
FREIRE, P. Pedagogia da autonomia: saberes necessários à prática educativa. 43. ed. São Paulo: Paz e Terra, 2011.
O FUTURO da escola: Seymour Papert e Paulo Freire - uma conversa sobre informática, ensino e aprendizagem. São Paulo: TV PUC, 1996. 1 vídeo (60 min.). Color. Disponível em: <encurtador.com.br/adtJN>. Acesso em: 20 maio 2019.
PASSOS, C. L. B. et al. Desenvolvimento profissional do professor que ensina matemática: uma meta-análise de estudos brasileiros. Quadrante, [S. l.], v. XV, n. 1-2, p. 193-219, 2006. ISSN: 0872-3915. Disponível em: <encurtador.com.br/elFKZ>. Acesso em: 20 maio 2020.
PIMENTA, S. G.; ANASTASIOU, L. G. C. Docência no Ensino Superior. São Paulo: Cortez, 2002. v. 1.
PIMENTA, S. G. Professor reflexivo: construindo uma crítica. In: PIMENTA, S. G.; GHEDIN, E. (Org.) Professor reflexivo no Brasil: gênese e crítica de um conceito. São Paulo: Cortez, 2005. p. 17-52.
SALVADORI, M. A. B.; GRANDO, R. C.; NACARATO, A. M. “Meus tempos de aluna”: trabalhos de memória e processos de constituição de identidades docentes. In: PINHO, S. Z. et al. (Org.). A articulação dos saberes na sociedade atual: o papel do educador e sua formação. São Paulo: Unesp, 2007. v. 1, p. 232-332.
SOUSA, C. P.; CATANI, D. B.; SOUZA, M. C. C. C.; BUENO, B. O. Memória e autobiografia: formação de mulheres e formação de professores. Revista Brasileira de Educação, Rio de Janeiro, n. 2, p. 61-75, 1996. ISSN 1413-2478.

Downloads

Published

2021-07-29

How to Cite

ADRIANA SOUZA, A. S.; ALLEGRETTI MERCADANTE, L. .; CÉLIA GRANDO, R. TEACHING IN HIGHER EDUCATION: A CASE STUDY IN A FORMATIVE DISCIPLINE OF GRADUATE. Brazilian Journal of Graduate Studies, Brasília, DF, v. 17, n. 37, p. 1–17, 2021. DOI: 10.21713/rbpg.v17i37.1695. Disponível em: https://rbpg.capes.gov.br/rbpg/article/view/1695. Acesso em: 23 aug. 2026.

Issue

Vol. 17 No. 37 (2021): v. 17 n. 37 (2021)

Section

Experiences

License

Authors who publish in this magazine agree to the following terms:

  • They hold the copyright on the work and grant the magazine the right of first publication, with the work simultaneously licensed under the Creative Commons Attribution License that allows sharing the work with recognition of authorship and initial publication in this magazine.
  • They are authorized to assume additional contracts separately, for non-exclusive distribution of the version of the work published in this magazine, with recognition of authorship and initial publication in this magazine.
  • They are allowed and are encouraged to publish and distribute their work online (e.g., in institutional repositories or their personal website), provided that the initial publication in this magazine is mentioned, as this can generate changes.

Furthermore, authors represent that:

  • All the information contained in the manuscript are facts, true, or based on empirical or scientific research.
  • The use of any trademark or copyright in the manuscript has been credited to its owner or permission to use the name was duly granted.