O docente-engenheiro frente aos desafios da formação pedagógica no ensino superior

Abstract

When taking for premise the need of pedagogical knowledge to the engineer teachers, the objective of this work is to understand what the engineer teachers think regarding the pedagogical knowledge, seeking to notice the relationship that they establish between the pedagogical knowledge and the exercise of the teaching practice. In the process of investigation there have been used as reference both the qualitative and quantitative approach because it is believed that the integration of these approaches enhances the process of data analyzis, especially, having in mind the use of a questionnaire with open and closed questions as an instrument of data gathering. It is believed that the pedagogical preparation of the College Teacher is complex, but possible to be performed. The biggest problem faced is the conception of the graduation, materialized through the legislation and the own researched institution, in which to be a College Teacher, only the especific knowledge area is required. Though the teaching profession demands more than that, the pedagogical knowledge is also a necessity to what the teacher-engineers will only have access through the permanent qualification, because, during his studies, there has not been offered to these professionals the possibility to graduate pedagogically. This way, a partnership between the teachers and the Institutions of Higher Education is necessary, with the objective of providing to these professionals reflective moments about the transformations that happen every day in the world, about the pedagogical theories and especially about their performance as teachers. Especially in regard of the engineer teachers, it is possible to notice that they need space to exchange experiences, as well as possibilities to enable themselves pedagogically. The results of the research make it possible to affirm that great part of the engineer teachers do not have pedagogical knowledge, nevertheless they are concerned with their knowledge and performance in the classroom and they recognize their need for permanent qualification. It has also been possible to notice a lack from the Higher Education Institution analyzed, of projects for permanent qualification, so that these professionals have conditions to qualify pedagogically and to keep their knowledge updated. This way, the Higher Education Institutions must be aware of this necessity and act in favor of the College Teacher.