Docência universitária em educação física
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Data
2006-11-27
Autores
Borges, Camila [UNESP]
Título da Revista
ISSN da Revista
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Editor
Universidade Estadual Paulista (Unesp)
Resumo
A massificação do ensino superior e a sociedade do conhecimento exigiram um aumento significativo na demanda de docentes universitários. Formar um profissional capacitado no ensino superior passa pela atividade didáticopedagógica de um docente universitário competente, responsável por intercambiar o conhecimento produzido e o aluno. Mas a quem cabe a formação didáticopedagógica do docente? O artigo 66 da LDBEN n.º 9.394/96 define que os cursos de pós-graduação stricto sensu são responsáveis pela preparação do docente para o magistério superior. E os Planos Nacionais de Pós-Graduação (PNPG) que em sua primeira versão objetivavam a formação do docente universitário na pósgraduação stricto sensu transferiram essa responsabilidade para a pós-graduação lato sensu. Assim, a pós-graduação stricto sensu passou, prioritariamente, a formar pesquisadores a fim de alcançar a autonomia e o desenvolvimento nacional. Defende-se, como hipótese, que a pós-graduação stricto sensu não prepara didática e pedagogicamente seus alunos para atuarem como docentes no ensino superior. A partir desse contra-senso a presente pesquisa, de natureza qualitativa, tratando-se de um estudo de caso investigou um grupo de docentes, oriundos do curso de pós-graduação (mestrado) da EEFEUSP, os quais vivem o cotidiano universitário objetivando analisar: a) as conceituações de didática desses docentes; b) se o Curso de Pós-Graduação Stricto Sensu (mestrado) da EEFEUSP preparou didática e pedagogicamente seus alunos para atuar no ensino superior e c) como ocorreu a sua formação didático-pedagógica. Realizou-se revisão da literatura e documental referente à didática, à docência universitária, aos saberes docentes, aos planos nacionais de pós-graduação e ao curso de pósgraduação da EEFEUSP.
The higher education expansion and the knowledge society demanded a significant increasing on lecturer demand. Preparing a capacitated professional in higher education goes through the pedagogical-didactic activity of one competent higher education teacher who is responsible to exchange the produced knowledge and the student. But who should be responsible for the pedagogical-didactic preparing of this teacher? The article 66 from LDBEN n.º 9.394/96 defines that the post-graduation programmes stricto sensu are responsible to prepare the lecturer on teaching in higher education. The Post-Graduation National Plans (PNPG) which its first edition had objectived the higher education teacher formation on post-graduation stricto sensu transferred this responsibility to the post-graduation lato sensu. In this way the post-graduation stricto sensu has passed forming, priority, researchers to reach the autonomy and the national progress. The hypothesis of this study is that the post-graduation programme doesn t prepare pedagogically the post-graduation student to teach on higher education. Considering this nonsense, this study, from qualitative nature, has investigated one lectures group, from post-graduation course (mastered) EEFEUSP, who lives the university quotidian focusing to analyse: a) the lectures didactic concepts; b) if the post-graduation course stricto sensu (mastered) EEFEUSP has prepared its students to teach on higher education and c) how its pedagogical-didactic formation occurred. It was realized the literature and documental revision referring to didactic, higher education teacher, lectures knowledge, post-graduation national plans and the post-graduation programme of EEFEUSP.
The higher education expansion and the knowledge society demanded a significant increasing on lecturer demand. Preparing a capacitated professional in higher education goes through the pedagogical-didactic activity of one competent higher education teacher who is responsible to exchange the produced knowledge and the student. But who should be responsible for the pedagogical-didactic preparing of this teacher? The article 66 from LDBEN n.º 9.394/96 defines that the post-graduation programmes stricto sensu are responsible to prepare the lecturer on teaching in higher education. The Post-Graduation National Plans (PNPG) which its first edition had objectived the higher education teacher formation on post-graduation stricto sensu transferred this responsibility to the post-graduation lato sensu. In this way the post-graduation stricto sensu has passed forming, priority, researchers to reach the autonomy and the national progress. The hypothesis of this study is that the post-graduation programme doesn t prepare pedagogically the post-graduation student to teach on higher education. Considering this nonsense, this study, from qualitative nature, has investigated one lectures group, from post-graduation course (mastered) EEFEUSP, who lives the university quotidian focusing to analyse: a) the lectures didactic concepts; b) if the post-graduation course stricto sensu (mastered) EEFEUSP has prepared its students to teach on higher education and c) how its pedagogical-didactic formation occurred. It was realized the literature and documental revision referring to didactic, higher education teacher, lectures knowledge, post-graduation national plans and the post-graduation programme of EEFEUSP.
Descrição
Palavras-chave
Educação fisica, Physical education
Como citar
BORGES, Camila. Docência universitária em educação física. 2006. ix, 227 f. Dissertação (mestrado) - Universidade Estadual Paulista, Instituto de Biociências, 2006.