| Name: | Description: | Size: | Format: | |
|---|---|---|---|---|
| 11.06 MB | Adobe PDF |
Advisor(s)
Abstract(s)
O presente trabalho buscou analisar a formação acadêmica de 11 docentes de uma escola
profissionalizante voltada para a gastronomia do Distrito Federal e analisar as características da
gestão escolar mais comumente encontrada na Instituição de ensino SENAC DF. Foram
identificados dois modelos de gestão escolar na Instituição, a saber o modelo burocrático formal
e o modelo político. Foram analisados um grupo de docentes, em que todos ministram aulas
práticas de cozinha. Em complemento, investigou-se se a formação pedagógica era importante
para aulas em cursos com um viés predominante prático. Os resultados demonstraram que é
importante haver um equilíbrio entre teoria e prática, além do que, é fundamental que o docente
em gastronomia tenha habilidades pedagógicas, além das habilidades de cozinha.
The present work aimed to analyze the academic formation of 11 professors of a vocational school focused on the gastronomy of the Federal District and to analyze the characteristics of school management most commonly found in SENAC DF. We identified two models of school management in the institution, the formal bureaucratic and the political model. We analyzed a group of teachers, where all teach practical cooking classes. In addition, we investigated whether pedagogical training was important for classes in courses with a predominantly practical bias. The results showed that it is important to have a balance between theory and practice, and it is essential that the teacher in gastronomy have pedagogical study, in addition to cooking skills.
The present work aimed to analyze the academic formation of 11 professors of a vocational school focused on the gastronomy of the Federal District and to analyze the characteristics of school management most commonly found in SENAC DF. We identified two models of school management in the institution, the formal bureaucratic and the political model. We analyzed a group of teachers, where all teach practical cooking classes. In addition, we investigated whether pedagogical training was important for classes in courses with a predominantly practical bias. The results showed that it is important to have a balance between theory and practice, and it is essential that the teacher in gastronomy have pedagogical study, in addition to cooking skills.
Description
Keywords
Gastronomia Gestão escolar Formação de professores Gastronomy School management Teacher training