Transformação da prática pedagógica e Identidade profissional de um professor universitário de química: o caso da implementação de uma Unidade Didática Multiestratégica
Data
2021-02-05
Autores
Zoca, Camila Campos
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Editor
Universidade Estadual Paulista (Unesp)
Resumo
Este texto apresenta a pesquisa de mestrado desenvolvida no âmbito do Programa de Pós-Graduação em Química da Universidade Estadual Paulista “Júlio de Mesquita Filho”, campus de Araraquara (PPG/IQ-CAr), e vinculada à Rede de Inovação e Pesquisa no Ensino de Química (RIPEQ) – Núcleo Araraquara. O presente estudo pretende contribuir para a compreensão das influências do processo de formação continuada sobre a construção da identidade profissional de professores do Ensino Superior e, para isso, investiga-se os impactos do processo de implementação de Unidades Didáticas Multiestratégicas (UDM) na formação continuada em serviço. Realizou-se uma pesquisa de abordagem mista (qualitativa-quantitativa) com desenho aninhado concomitante, que permite incluir características de outro desenho de pesquisa e, neste caso, incluiu-se as características do desenho estudo de caso. Além disso, o desenho aninhado concomitante permite que sejam coletadas informações qualitativas e quantitativas simultaneamente, ocorrida durante a coleta com os estudantes da disciplina Química Fundamental entre os anos de 2014 e 2016, por meio de questionários. Os outros instrumentos de coleta de informações foram os grupos focais e a entrevista reflexiva, aplicados juntos aos professores da frente experimental da disciplina Química Fundamental e o professor da componente teórica desta mesma disciplina, respectivamente. Para analisar as informações foram utilizados: a Estatística Descritiva; o cálculo do nível socioeconômico; e a Análise de Conteúdo. Os dados revelaram as potencialidades da implantação das UDM na melhoria da aprendizagem e da motivação dos estudantes decorrentes da maior organização e sistematização da disciplina, bem como da diversificação de estratégias didáticas e de avaliação utilizadas em um fundamentado e estruturado planejamento didático-pedagógico. Além disso, a maioria dos estudantes ressalta os plantões de dúvidas como espaço imprescindível para a melhoria do aprendizado em função da proximidade e adaptação da linguagem dos monitores, do atendimento individualizado, do auxílio em conteúdos básicos e na orientação para o estudo. Sobre o processo de construção da identidade profissional docente, os dados apontam que o mesmo começou com o desenvolvimento profissional iniciado no segundo semestre de 2013, quando o processo de implementação da UDM começou. Dessa forma, indica-se alguns pontos que influenciaram de maneira a intensificar o processo de construção da identidade profissional, tais como: a oportunidade de refletir sobre a própria prática de modo a perceber os pontos que necessitavam de modificações; uma melhora na relação professor-aluno; e uma melhora na relação professor-trabalho docente. A melhora na relação professor-trabalho possibilitou um autorreconhecimento como docente, ocasionando uma ressignificação do papel da docência para o professor participante desta pesquisa.
This is a master’s degree research developed in the scope of the Graduate Program in Chemistry of the Institute of Chemistry of the São Paulo State University “Júlio de Mesquita Filho” (Unesp), Araraquara campuses, linked to the Innovation and Research Network in Chemistry Teaching – Araraquara Nucleus. This research aims to contribute to the understanding of the influences of the continuing teacher education influences in the process of development of the professional identity of the Higher Education teacher and, for this, it was studied the impact of the didactic-pedagogical planning implementation process based on the concept of Multi-Strategic Didactic Units (UDM) in process of continuing education in service of teachers. Therefore, a mixed approach (qualitative-quantitative) research was carried out with concomitant nested design, which allows the inclusion of characteristics from another research design and, in this case, the characteristics of the case study design were included. In addition, the concomitant nested design allows qualitative and quantitative information to be collected simultaneously, which occurred during the information gathering with students of the Fundamental Chemistry discipline between 2014 and 2016, through questionnaires. The other instruments for collecting information were the focus groups end the reflective interview applied with the teachers of the Fundamental Chemistry discipline and the teacher of the theoretical component of this same discipline, respectively. To analyze the information were used the Descriptive Statistics, the calculation of the socioeconomic level and the Content Analysis. The data revealed the potential of implementing UDM in improving student learning and motivation resulting from greater discipline organization and systematization, as well as the diversification of didactic and assessment strategies used in a well-founded and structured didactic-pedagogical planning. In addition, most students emphasize the shifts of doubts as an essential space for improving learning due to the proximity and adaptation of the language of the monitors, individualized service, assistance with basic content and guidance for the study. Regarding the process of building the professional teaching identity, the data showed that this process started with the professional development started in the second half of 2013, when the training process through the process of implementing the UDM began. Thus, some points that influenced the beginning of the process of construction of professional identity are indicated, such as: the opportunity to reflect on one's own practice in order to understand the points that needed changes; an improvement in the teacher-student relationship; and an improvement in the teacher-teaching work relationship. The improvement in the teacher-teaching work relationship enabled self-recognition as a teacher, leading to a new meaning of the role of teaching for the teacher participating in this research.
This is a master’s degree research developed in the scope of the Graduate Program in Chemistry of the Institute of Chemistry of the São Paulo State University “Júlio de Mesquita Filho” (Unesp), Araraquara campuses, linked to the Innovation and Research Network in Chemistry Teaching – Araraquara Nucleus. This research aims to contribute to the understanding of the influences of the continuing teacher education influences in the process of development of the professional identity of the Higher Education teacher and, for this, it was studied the impact of the didactic-pedagogical planning implementation process based on the concept of Multi-Strategic Didactic Units (UDM) in process of continuing education in service of teachers. Therefore, a mixed approach (qualitative-quantitative) research was carried out with concomitant nested design, which allows the inclusion of characteristics from another research design and, in this case, the characteristics of the case study design were included. In addition, the concomitant nested design allows qualitative and quantitative information to be collected simultaneously, which occurred during the information gathering with students of the Fundamental Chemistry discipline between 2014 and 2016, through questionnaires. The other instruments for collecting information were the focus groups end the reflective interview applied with the teachers of the Fundamental Chemistry discipline and the teacher of the theoretical component of this same discipline, respectively. To analyze the information were used the Descriptive Statistics, the calculation of the socioeconomic level and the Content Analysis. The data revealed the potential of implementing UDM in improving student learning and motivation resulting from greater discipline organization and systematization, as well as the diversification of didactic and assessment strategies used in a well-founded and structured didactic-pedagogical planning. In addition, most students emphasize the shifts of doubts as an essential space for improving learning due to the proximity and adaptation of the language of the monitors, individualized service, assistance with basic content and guidance for the study. Regarding the process of building the professional teaching identity, the data showed that this process started with the professional development started in the second half of 2013, when the training process through the process of implementing the UDM began. Thus, some points that influenced the beginning of the process of construction of professional identity are indicated, such as: the opportunity to reflect on one's own practice in order to understand the points that needed changes; an improvement in the teacher-student relationship; and an improvement in the teacher-teaching work relationship. The improvement in the teacher-teaching work relationship enabled self-recognition as a teacher, leading to a new meaning of the role of teaching for the teacher participating in this research.
Descrição
Palavras-chave
Unidade Didática Multiestratégica, Formação continuada, Planejamento didático-pedagógico, Identidade docente, Professor universitário, Ensino superior