Expectativas sobre a formação continuada de professores do ensino superior de universidades públicas e privadas
Data
2018-08-28
Autores
Galbiatti Filho, João Antonio [UNESP]
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Editor
Universidade Estadual Paulista (Unesp)
Resumo
A prática educacional vem passando por um momento de rupturas devido às várias questões que ocupam o cenário educacional, entre as quais a presença de um Estado Avaliativo, buscando qualidade e excelência por meio de um sistema nacional de medidas. Atualmente, há muitas capacitações para o professor universitário nos cursos de pós-graduação, tanto no lato sensu quanto no strictu sensu, mas elas concentram-se apenas nas áreas de conhecimento, nas quais o professor atua. Na parte pedagógica é mínimo o esforço para se capacitar o professor para que ele tenha um desempenho melhor com os seus alunos e, desse modo, atue de forma mais efetiva na graduação. Sendo assim, o objetivo deste trabalho é conhecer as expectativas docentes dos professores de instituições públicas e particulares do estado de São Paulo, quanto à formação continuada de docentes universitários. Para isso, discutiremos essa formação sob três óticas: 1) A expectativa quanto à idade do docente; 2) Expectativas quanto à relação de trabalho com a instituição (Pública ou Particular) em que leciona e o incentivo à formação continuada; e 3) Expectativa do docente com relação à formação continuada. Foi feita a coleta de dados em sujeitos, por meio de um questionário fechado on-line, em todas as instituições de ensino superior pública e privada do estado de São Paulo. Para a análise estatística dos dados obtidos no questionário enviado aos docentes, foi utilizada a tabela de Burt. É uma tabela de resíduos que possuem distribuição Normal a todo valor superior a 1,96 e rejeita-se a hipótese nula por não ter correspondência. Assim, todo valor superior a 1,96 admitimos ter correspondência entre variáveis ou categorias. Com os dados recebidos, chegamos à conclusão de que não há uma identidade clara e muito bem definida sobre quem é o docente, tanto em instituições públicas quanto particulares, e cada uma destas instituições define o seu perfil e a ele atribui responsabilidades, seja a de pesquisador ou de estritamente professor. Ambas as instituições não têm uma política clara sobre a formação continuada do docente, preparando treinamentos baseados no que a direção acredita ser necessário, e não na real necessidade de solucionar os problemas que o docente encontra em sala de aula. Chegamos a resultados que acreditamos que tenham valor para contribuir para a reflexão do aprimoramento profissional docente no ensino superior.
The educational practice is going through a moment of ruptures due to the several issues that have come to occupy the educational scene, among which the presence of an Evaluation State seeking quality and excellence through a national system of measures. Currently, there are many trainings for the university professor in postgraduate courses, both in the lato sensu and strictu sensu, but they focus only on the areas of knowledge, in which the teacher acts. In the pedagogical part, there is minimal effort to train the teacher so that he performs better with his students and, thus, he acts more effectively in the graduation. Therefore, the objective of this study is to know the teachers' expectations of the professors of public and private institutions in the state of São Paulo, regarding the continuing education of university teachers. For this, we will discuss this formation under three perspectives: 1) The expectation regarding the age of the teacher; 2) Expectations regarding the working relationship with the institution (Public or Private) in which he teaches and the incentive to the continuous formation; and 3) Teacher's expectations with respect to continuing education. Data were collected on subjects through an online closed questionnaire, in all public and private higher education institutions in the state of São Paulo. For the statistical analysis of the data obtained in the questionnaire sent to the teachers, the Burt table was used. It is a table of residues that have Normal distribution at all values higher than 1.96 and the null hypothesis is rejected because it does not correspond. Thus, any value greater than 1.96 allows us to match variables or categories. From the data received, we come to the conclusion that there is no clear and well-defined identity about who the teacher is, both in public and private institutions, and each of these institutions defines their profile and assigns them responsibility, be it researcher or strictly teacher. Both institutions do not have a clear policy on continuing teacher education, preparing training based on what management believes to be necessary, and not on the real need to solve the problems the teacher encounters in the classroom. We come to results that we believe have the value to contribute to the reflection of the professional improvement in higher education.
The educational practice is going through a moment of ruptures due to the several issues that have come to occupy the educational scene, among which the presence of an Evaluation State seeking quality and excellence through a national system of measures. Currently, there are many trainings for the university professor in postgraduate courses, both in the lato sensu and strictu sensu, but they focus only on the areas of knowledge, in which the teacher acts. In the pedagogical part, there is minimal effort to train the teacher so that he performs better with his students and, thus, he acts more effectively in the graduation. Therefore, the objective of this study is to know the teachers' expectations of the professors of public and private institutions in the state of São Paulo, regarding the continuing education of university teachers. For this, we will discuss this formation under three perspectives: 1) The expectation regarding the age of the teacher; 2) Expectations regarding the working relationship with the institution (Public or Private) in which he teaches and the incentive to the continuous formation; and 3) Teacher's expectations with respect to continuing education. Data were collected on subjects through an online closed questionnaire, in all public and private higher education institutions in the state of São Paulo. For the statistical analysis of the data obtained in the questionnaire sent to the teachers, the Burt table was used. It is a table of residues that have Normal distribution at all values higher than 1.96 and the null hypothesis is rejected because it does not correspond. Thus, any value greater than 1.96 allows us to match variables or categories. From the data received, we come to the conclusion that there is no clear and well-defined identity about who the teacher is, both in public and private institutions, and each of these institutions defines their profile and assigns them responsibility, be it researcher or strictly teacher. Both institutions do not have a clear policy on continuing teacher education, preparing training based on what management believes to be necessary, and not on the real need to solve the problems the teacher encounters in the classroom. We come to results that we believe have the value to contribute to the reflection of the professional improvement in higher education.
Descrição
Palavras-chave
Formação continuada. Docente universitário. Desenvolvimento profissional. Ensino superior, Formação continuada, Docente universitário, Desenvolvimento profissional, Ensino superior, Continuing education, University lecturer, Professional development, Higher education