Saberes da docência no ensino superior: interfaces entre formação e profissionalização docente

Abstract

Reflecting on university teaching enables to understand the contemporary reality of Higher Education, due to the new ways of production and socialization of knowledge that are related to the globalized world and have altered the conception of this reality, demanding the recognition of different knowledge associated to the constitution and integration of them in the teaching practice. This research is part of the Media, Education and Communication research line and basically has the central objective of studying, identifying and systematizing teacher training and professionalization in Brazil, focusing on the question of being a teacher in Higher Education. It is intended to comment on the interrelation with teaching knowledge in the perspectives of Lee S. Shulman, Maurice Tardif, Clermont Gauthier and Selma Garrido Pimenta. Regarding the specific objectives, it is intended to: a) present the methodological trajectory of this research; b) contextualize teacher training and professionalization in Brazil, including historical, political and epistemological aspects; and c) reflect on the theoretical and practical fundaments of the necessary knowledge for teacher training in Higher Education. It is a bibliographical research based on the assumptions of qualitative approach, resulting from studies already done on the subject. Among the authors referenced for the work, it is highlighted, for the University Teaching, Veiga (2015), Malusá (2015) and Melo (2007); for the teacher training and professionalization, Cunha (2007), Saviani (2009; 2010) and Fávero (2006); and for the teaching knowledges, Shulman (1996), Tardif (1991), Gauthier (1998) and Pimenta (1999). The results showed that there is a consensus among the authors that knowledge is the basis for teaching and that it is plural and comes from different sources: training institutions, vocational training, curricula and experiences. This fact confirms that knowledge cannot be dismantled from its trajectory and formation, as knowledge is constitutive of the teaching being and serve as a reference for the analysis of teacher formation and professionalization.