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Abstract(s)
A formação docente é uma temática que desperta muito interesse e questionamentos no
universo acadêmico, levando os profissionais em formação a refletirem sobre os possíveis
impactos desse nivelamento entre conteúdo teórico e vivências práticas durante o período de
graduação, na qualidade da vida profissional, deste que aposta anos em busca de conhecimentos
e construção de práticas que o levem a ter espaço no mercado de trabalho.
Sabemos que existem múltiplos desafios que norteiam a educação, no que diz respeito
à Formação Docente e o objetivo central desta pesquisa consiste em compreender a relação
teoria e prática neste processo formativo. Nesta perspectiva, verificar se na IES de estudo,
existem ações institucionalizadas de formações continuadas para os docentes, se existem
estímulos à práticas e metodologias inovadoras, que gerem engajamento e um nível de
aprendizagem durante o processo formativo dos alunos de Pedagogia da Instituição que impacte
positivamente no nível de segurança em relação a prática destes formandos.
Para isso, buscamos conhecer as percepções dos docentes, discentes e coordenadores
do curso de Pedagogia da Faculdade Laboro para melhor compreensão das hipóteses levantadas
na pesquisa: O processo de formação do curso de pedagogia da IES possui a carga horária para
teoria e prática de forma equilibrada; Os alunos do curso de Pedagogia saem da graduação
seguros para associarem o conhecimento teórico com a prática docente; A formação docente e
a relação entre teoria e prática contempla metodologias inovadoras e contextualizadas
enriquecendo a prática profissional.
A pesquisa revelou que institucionalmente a Faculdade Laboro vem buscando atender
com qualidade o público em formação, uma vez que investe em contratação e formação
continuada desses profissionais qualificados, estimulando o ambiente para práticas inovadoras,
engajadoras e atrativas, com objetivo de proporcionar um processo ensino aprendizagem que
gere maior segurança para os discentes em formação e dentro do que as Diretrizes Curriculares
Nacionais destinam como horas para as práticas no curso de pedagogia, a IES estimula a
qualidade nas abordagens, para que possam explorar ao máximo a prática em sala de aula, não
ficando apenas oportunidades nos estágios.
Ainda foi identificado que mesmo diante de todo esse incentivo e movimento da IES,
visando atender as necessidades dos discentes, docentes e do próprio mercado profissional em
que atua, ainda há espaço para o desenvolvimento de aplicabilidade de políticas e ações
institucionalizadas, que levem a um cenário formativo onde os discentes sintam mais segurança
em relação ao exercício da profissão.
Foi evidenciado a necessidade de ações didáticas que gere mais qualidade no processo
formativo dos discentes na perspetiva de visão e instrumentalização em relação às reais
necessidades de uma sala de aula, para que o gap de horas práticas, na perceção deles, não seja
sentido em relação à qualidade da formação.
Apesar de oportunidades de melhorias no que diz respeito à qualidade das aulas e
metodologias, em gerar um ambiente com mais práticas, e gerar uma maior segurança nos
alunos em formação em relação aos desafios atuais do exercício da prática docente, a IES vem
trabalhando para ser referência em formação de profissionais da área de educação.
Teacher training is a topic that arouses a lot of interest and questions in the academic universe, leading professionals in training to reflect on the possible impacts of this leveling between theoretical content and practical experiences during the undergraduate period, on the quality of professional life, of which it bets years in search of knowledge and construction of practices that lead him to have space in the job market. We know that there are multiple challenges that guide education, with regard to Teacher Training, and the main objective of this research is to understand the relationship between theory and practice in this training process. In this perspective, verify if in the HEI studied, there are institutionalized actions of continuing education for teachers, if there are incentives for innovative practices and methodologies, which generate engagement and a level of learning during the educational process of the Institution's Pedagogy students that positively impact on the level of safety in relation to the practice of these trainees. For this, we seek to know the perceptions of teachers, students and coordinators of the Pedagogy course at Faculdade Laboro to better understand the hypotheses raised in the research: Students in the Pedagogy course leave graduation confident in associating theoretical knowledge with teaching practice; Teacher training and the relationship between theory and practice include innovative and contextualized methodologies that enrich professional practice. The survey revealed that, institutionally, Faculdade Laboro has been seeking to provide quality service to the public in training, as it invests in hiring and continuing education of these qualified professionals, stimulating the environment for innovative, engaging and attractive practices, with the objective of providing a teaching-learning process that generates greater security for students in training and within what the National Curriculum Guidelines allocate as hours for practices in the pedagogy course, the HEI encourages quality in the approaches, so that they can explore to the maximum the practice in the classroom, not getting only opportunities in internships. It was also identified that even in the face of all this incentive and movement of the HEI, aiming to meet the needs of students, professors and the professional market itself in which it operates, there is still room for the development of applicability of institutionalized policies and actions, which lead to a training scenario where students feel more secure in relation to exercising their profession. It was evidenced the need for didactic actions that generate more quality in the training process of students from the perspective of vision and instrumentalization in relation to the real needs of a classroom, so that the gap of practical hours, in their perception, is not felt in relation to the quality of training. Despite opportunities for improvement with regard to the quality of classes and methodologies, in generating an environment with more practices, and generating greater confidence in students in training in relation to the current challenges of exercising teaching practice, the HEI has been working to be reference in training professionals in the field of education.
Teacher training is a topic that arouses a lot of interest and questions in the academic universe, leading professionals in training to reflect on the possible impacts of this leveling between theoretical content and practical experiences during the undergraduate period, on the quality of professional life, of which it bets years in search of knowledge and construction of practices that lead him to have space in the job market. We know that there are multiple challenges that guide education, with regard to Teacher Training, and the main objective of this research is to understand the relationship between theory and practice in this training process. In this perspective, verify if in the HEI studied, there are institutionalized actions of continuing education for teachers, if there are incentives for innovative practices and methodologies, which generate engagement and a level of learning during the educational process of the Institution's Pedagogy students that positively impact on the level of safety in relation to the practice of these trainees. For this, we seek to know the perceptions of teachers, students and coordinators of the Pedagogy course at Faculdade Laboro to better understand the hypotheses raised in the research: Students in the Pedagogy course leave graduation confident in associating theoretical knowledge with teaching practice; Teacher training and the relationship between theory and practice include innovative and contextualized methodologies that enrich professional practice. The survey revealed that, institutionally, Faculdade Laboro has been seeking to provide quality service to the public in training, as it invests in hiring and continuing education of these qualified professionals, stimulating the environment for innovative, engaging and attractive practices, with the objective of providing a teaching-learning process that generates greater security for students in training and within what the National Curriculum Guidelines allocate as hours for practices in the pedagogy course, the HEI encourages quality in the approaches, so that they can explore to the maximum the practice in the classroom, not getting only opportunities in internships. It was also identified that even in the face of all this incentive and movement of the HEI, aiming to meet the needs of students, professors and the professional market itself in which it operates, there is still room for the development of applicability of institutionalized policies and actions, which lead to a training scenario where students feel more secure in relation to exercising their profession. It was evidenced the need for didactic actions that generate more quality in the training process of students from the perspective of vision and instrumentalization in relation to the real needs of a classroom, so that the gap of practical hours, in their perception, is not felt in relation to the quality of training. Despite opportunities for improvement with regard to the quality of classes and methodologies, in generating an environment with more practices, and generating greater confidence in students in training in relation to the current challenges of exercising teaching practice, the HEI has been working to be reference in training professionals in the field of education.
Description
Keywords
Formação docente Teoria e prática Aprendizagem Inovação Teacher training Theory and practice Learning Innovation