Docência no ensino superior: aspectos acerca do início da carreira de professores formadores na área de Ciências da Natureza e Matemática.
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Data
2018-05-28
Autores
Palma, Lorena Cristina Romero
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Universidade Estadual Paulista (Unesp)
Resumo
Tendo como perspectiva o atual cenário de atuação do professor na educação pública superior no Brasil, que está apoiada no tripé ensino, pesquisa e extensão, surge o interesse em estudar as influências que as demais atividades realizadas por docentes universitários têm sobre sua atuação enquanto professor formador em cursos de licenciatura. Essa pesquisa, de caráter qualiquantitativo, tem como objetivo responder à seguinte questão: Tendo em vista o processo de construção da identidade docente, de que maneira fatores relacionados às demais atuações (pesquisa, extensão e gestão) do docente ingressante/recém-chegado em uma universidade, impactam as atividades de ensino que realiza? Para tal, são estudados aportes teóricos acerca da docência no Ensino Superior; do processo de constituição da identidade docente; sobre saberes docentes; e a respeito do ciclo de vida da carreira profissional do professor. Quanto ao referencial de análise dos dados, foram realizados estudos a respeito de um aporte teórico, desenvolvido nos anos de 1990, denominado Discurso do Sujeito Coletivo. Visando encontrar os prováveis participantes, foi realizado um levantamento, com o objetivo de conhecer o perfil profissional dos docentes que atuavam como formadores em cursos de licenciaturas (em 2017) na área de Ciências da Natureza e Matemática e estivessem atuando na instituição há menos de seis anos. A ideia foi a de selecionar os docentes iniciantes ou recém-chegados à universidade em questão. O instrumento para coletada de dados foi o questionário semiaberto, entregue de forma impressa para o grupo de docentes selecionados, vinculados aos departamentos de Ciências Biológicas, Física, Química e Matemática de uma universidade pública do Estado de São Paulo. Dos 19 docentes selecionados, seis responderam ao questionário e foram participantes dessa pesquisa. A partir da análise dos dados, foi possível concluir que as outras atividades do docente dentro da instituição impactam negativamente na atuação docente dos mesmos, uma vez que os critérios de avaliação aos quais os tais participantes estavam submetidos valorizavam mais a pesquisa e a gestão. Além disso, a falta de experiência pedagógica apresentou-se como uma das dificuldades a ser superada por esses participantes.
An interest in studying the influences that other activities carried out by university professors have on their role as teacher educator in undergraduate courses arises taking the perspective of the current scenario of teacher's performance in higher public education in Brazil, which is supported by the teaching-research-and-extension tripod. This qualiquantitative research aims to answer the following question: given the process of teacher identity construction, in what way do factors related to the other activities (research, extension and management) of the incoming / newcomer professor in a university influence the teaching activities they perform? For that, theoretical contributions on teaching in Higher Education; the process of constitution of teacher identity; teacher knowledge; and about the life cycle of teacher's professional career are studied. Regarding the data analysis reference, studies were carried out on a theoretical contribution, developed in the 1990s, called Discourse of the Collective Subject. Aiming to find the probable participants, a survey was carried out with the objective of knowing the professional profile of the professors who acted as trainers in undergraduate courses (in 2017) in the area of Natural Sciences and Mathematics and had been working in the institution for less than six years. The idea was to select beginners or newcomers to the university in question. The instrument for data collection was a semi-open questionnaire, delivered in printed form to the selected professors, linked to the departments of Biological Sciences, Physics, Chemistry and Mathematics of a public university in the State of São Paulo. Of the 19 selected professors, six answered the questionnaire and became participants in this research. From the analysis of the data, it was possible to conclude that the other activities performed by these professionals within the institution impact negatively on their teaching performance, since the evaluation criteria that such participants were submitted valued research the most, leaving teaching as the least significant. In addition, the lack of experience of the beginning professor proved to be a difficulty to be overcome by these participants.
An interest in studying the influences that other activities carried out by university professors have on their role as teacher educator in undergraduate courses arises taking the perspective of the current scenario of teacher's performance in higher public education in Brazil, which is supported by the teaching-research-and-extension tripod. This qualiquantitative research aims to answer the following question: given the process of teacher identity construction, in what way do factors related to the other activities (research, extension and management) of the incoming / newcomer professor in a university influence the teaching activities they perform? For that, theoretical contributions on teaching in Higher Education; the process of constitution of teacher identity; teacher knowledge; and about the life cycle of teacher's professional career are studied. Regarding the data analysis reference, studies were carried out on a theoretical contribution, developed in the 1990s, called Discourse of the Collective Subject. Aiming to find the probable participants, a survey was carried out with the objective of knowing the professional profile of the professors who acted as trainers in undergraduate courses (in 2017) in the area of Natural Sciences and Mathematics and had been working in the institution for less than six years. The idea was to select beginners or newcomers to the university in question. The instrument for data collection was a semi-open questionnaire, delivered in printed form to the selected professors, linked to the departments of Biological Sciences, Physics, Chemistry and Mathematics of a public university in the State of São Paulo. Of the 19 selected professors, six answered the questionnaire and became participants in this research. From the analysis of the data, it was possible to conclude that the other activities performed by these professionals within the institution impact negatively on their teaching performance, since the evaluation criteria that such participants were submitted valued research the most, leaving teaching as the least significant. In addition, the lack of experience of the beginning professor proved to be a difficulty to be overcome by these participants.
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Palavras-chave
Identidade docente, Docência no Ensino Superior, Ciclo da carreira, Saberes docentes, Teaching identity, Teaching in Higher Education, Career cycle, Teacher knowledge