ASSUMPTION OF RESPONSIBILITY AND DIRECTED REFLECTION TO THE PEDAGOGY COURSE: IMPLICATIONS FOR THE ADAPTATION AND FORMATION IN HIGHER EDUCATION
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Data
2017-04-01
Autores
Morais, Alessandra de [UNESP]
Raphael Bataglia, Patricia Unger [UNESP]
Lepre, Rita Melissa [UNESP]
Dias, Carmen Lucia
Cunha de Oliveira, Rogerio Eduardo
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Editor
Univ Estadual Campinas, Fac Educacao
Resumo
A conducive academic environment for learning relates to the provision of opportunities for the assumption of responsibility and directed reflection, which refer to the possibility of applying the knowledge to diverse circumstances and their respective directed and guided reflection. This study aimed to identify such opportunities at a Pedagogy course, in the perception of students and teachers. Focus groups were conducted and data were treated using content analysis, ran by the ALCESTE (C) software. Results showed that the course offers several opportunities for the active participation of students; however, students from the night classes present difficulties to take them, having no services and proposals that meet their needs. As for directed reflection opportunities, problems sparked up in the way the curriculum stage is set. These data reflect on the quality of the formation and adaptation of the students.
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Palavras-chave
Pedagogy Course, Academic environment, Assumption of responsibility, Directed reflection
Como citar
Etd Educacao Tematica Digital. Campinas: Univ Estadual Campinas, Fac Educacao, v. 19, n. 2, p. 482-509, 2017.