Ações organizacionais e formação continuada para ação docente no ensino superior
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Data
2019-06-06
Autores
Martinez, Renata de Souza [UNESP]
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Editor
Universidade Estadual Paulista (Unesp)
Resumo
A presente pesquisa apresenta reflexões sobre as ações organizacionais e formação continuada para ação docente, baseadas na necessidade do desenvolvimento de novas competências para que o professor se adapte aos novos tempos e atue com a diversidade e transição do perfil dos estudantes na atual realidade acadêmica. Ao analisar o professor como profissional da educação superior e a necessidade de aprimoramento para serviço, com vistas a uma permanente atualização teórico-metodológica para o seu fazer pedagógico cotidiano, encontra-se o ponto de partida desse estudo. A multiplicidade dos fundamentos teóricos traz diversas concepções de gestão educacional e um dos grandes desafios está em compreender, na atualidade, o verdadeiro sentido dos termos “Gestão” e “Administração”. A formação continuada do docente no ensino superior decorre de um processo de desenvolvimento de competências profissionais, articuladas ao que se ensina e como se ensina, de forma significativa e integrada. É possível, através de pesquisas, levantar dados e informações que revelem os meios pelos quais o conhecimento é comunicado, ou seja, de que forma a relação aluno-professor e ensino-aprendizagem ocorre na IES. De acordo com o resultado obtido neste levantamento, a gestão pode ou não propor ações organizacionais voltadas à formação dos docentes, buscando com isso, resultados de excelência. Com a realização de capacitações e programas de formação é possível identificar a relevância do uso de conhecimentos específicos e interligados ao processo de ensino ao promover a aprendizagem dos alunos, a fim de verificar se houve aprendizagem, com assimilação/retenção de conceitos para sua posterior aplicação no cotidiano profissional. A presente pesquisa tem por objetivo analisar e discutir a influência das ações organizacionais na formação continuada do docente que comprove a tese de que o docente como profissional do ensino superior necessita de capacitação e aprimoramento, visando uma permanente atualização teórico-metodológica para seu fazer pedagógico cotidiano. Para tanto, esta investigação utiliza-se do estudo de caso para, com o uso de instrumento e levantamento de dados, analisar a influência e benefícios das ações organizacionais no processo formativo dos professores no curso de graduação em Administração, mais especificamente em verificar, no planejamento, a condição de retenção e de transferência de conceitos, fundamentos e procedimentos para a interação entre ações organizacionais e de formação continuada proposta na Instituição de Ensino Superior (IES), privada, localizada no interior do Estado de São Paulo. O âmbito da pesquisa, alerta para a necessidade e efetividade do processo formativo, visto que, a complexidade exigida pelo mercado de trabalho para os profissionais tem sido continuamente elevada e, faz com que, necessitem de domínio cognitivo e habilidade aprimoradas frequente e permanentemente. Para além de todo o exposto, desenvolver nos docentes do ensino superior condições para que trabalhem a condição de um aprendizado permanente nos futuros profissionais da área de Administração além de capacidades mediadoras de conflito e de resolução de problemas, é o trabalho que se espera desse docente.
The present research presents reflections on organizational actions and ongoing training for teacher action, based on the need to develop new skills so that the teacher adapts to the new times and acts with the diversity and transition of the profile of the students in the current academic reality. When analyzing the teacher as a professional of higher education and the need for servisse improvement, with a view to a permanent theoretical-methodological update for his daily pedagogical work, is the starting point of this study. The multiplicity of theoretical foundations brings different conceptions of educational management and one of the great challenges is to understand, in the present, the true meaning of the terms management and administration. Continuing education of teachers in higher education is a process of development of professional skills, articulated to what is taught and how it is taught, in a meaningful and integrated way. Organizational actions, through research and data collection, can identify the way in which knowledge is communicated. With the realization of training and continuing education programs, they can show the relevance of the use of specific and interconnected knowledge to the teaching process, promoting students' learning, in order to seek retention and later application of the concepts. The present research has the objective of analyzing and discussing the influence of organizational actions on the continuous formation of the teacher that proves the thesis that the teacher as a professional of higher education needs training and improvement, aiming at a permanent theoretical and methodological update for his pedagogical doing daily. To do so, this research uses the case study to analyze the influence and benefits of organizational actions in the training process of teachers in the undergraduate program in Administration, planning, the condition of retention and transfer of concepts, fundamentals and procedures for the interaction between organizational actions and continuing education proposed at the private Higher Education Institution (HEI) located in the interior of the State of São Paulo. The scope of the research alerts us to the need and effectiveness of the training process, since the complexity demanded by the labor market for professionals has been continuously high and, as a result, they need to have a constantly improved and improved cognitive domain. In addition to all of the above, developing in the teaching staff of the higher education conditions to work the condition of a permanent learning in the future professionals of the Administration area in addition to mediating abilities of conflict and problem solving, is the expected work of this teacher.
The present research presents reflections on organizational actions and ongoing training for teacher action, based on the need to develop new skills so that the teacher adapts to the new times and acts with the diversity and transition of the profile of the students in the current academic reality. When analyzing the teacher as a professional of higher education and the need for servisse improvement, with a view to a permanent theoretical-methodological update for his daily pedagogical work, is the starting point of this study. The multiplicity of theoretical foundations brings different conceptions of educational management and one of the great challenges is to understand, in the present, the true meaning of the terms management and administration. Continuing education of teachers in higher education is a process of development of professional skills, articulated to what is taught and how it is taught, in a meaningful and integrated way. Organizational actions, through research and data collection, can identify the way in which knowledge is communicated. With the realization of training and continuing education programs, they can show the relevance of the use of specific and interconnected knowledge to the teaching process, promoting students' learning, in order to seek retention and later application of the concepts. The present research has the objective of analyzing and discussing the influence of organizational actions on the continuous formation of the teacher that proves the thesis that the teacher as a professional of higher education needs training and improvement, aiming at a permanent theoretical and methodological update for his pedagogical doing daily. To do so, this research uses the case study to analyze the influence and benefits of organizational actions in the training process of teachers in the undergraduate program in Administration, planning, the condition of retention and transfer of concepts, fundamentals and procedures for the interaction between organizational actions and continuing education proposed at the private Higher Education Institution (HEI) located in the interior of the State of São Paulo. The scope of the research alerts us to the need and effectiveness of the training process, since the complexity demanded by the labor market for professionals has been continuously high and, as a result, they need to have a constantly improved and improved cognitive domain. In addition to all of the above, developing in the teaching staff of the higher education conditions to work the condition of a permanent learning in the future professionals of the Administration area in addition to mediating abilities of conflict and problem solving, is the expected work of this teacher.
Descrição
Palavras-chave
Ensino superior, Formação continuada, Ações organizacionais