Docência universitária: análise das necessidades formativas de professores bacharéis que atuam no Curso de Administração da UFPI - Campus Ministro Reis Velloso (Parnaíba/PI)

Abstract

This research, carried out within the scope of the Research Line in Educational Knowledge and Practices, presents as a theme the training needs of bachelor teachers. University teaching has been a focus of concern, mainly due to the numerous challenges experienced by teachers in their professional performance. Thus, the research problem is related to the understanding of the formative needs of bachelor teachers in the exercise of university teaching, in Business Administration. The general objective of this study is to analyze the training needs of bachelor teachers who have professionally assumed university teaching in the Administration Course of the Universidade Federal do Piauí in the Campus Ministro Reis Velloso. And specifically: draw the identity profile of the study participants; apprehend the understanding of university teaching of bachelor teachers; identify the relationship between training needs of bachelor teachers and the knowledge elaborated in the constitution of professional identity; describe which possible educational actions within the university may contribute to the professional development of bachelor teachers and contribute to the consolidation of institutional policies for professional development of bachelor professor at CMRV at the Universidade Federal do Piauí. The object of the thesis is the meaning that the initial formation of the bachelor teacher, raises the breadth of pedagogical knowledge necessary for the exercise of teaching, being essential to know the training needs, to provide opportunities that contribute to the professional development of the teacher. This is an exploratory study with a qualitative approach, developed in two stages, the first being theoretical and bibliographic, and the second, field research with the professors of the administration course of UFPI / CMRV, through a mixed questionnaire and focus group. The interpretations were built from the content analysis method, based on authors who discuss the theme. Data analysis points out the necessary change regarding the conception of university teaching, still based on conservative paradigms. It highlights the importance of developing a guiding reference framework for formation, which has formative needs as a starting point for the elaboration of programs and projects of ongoing formation, in a critical-reflexive perspective. It also points to the necessary formative actions that may enable the construction of epistemological knowledge of pedagogical practices, especially regarding the evaluation practices. The perception of formative needs indicates the essentiality of institutional policies for professional development, based on institutional training programs, based on dialogue and collaborative practices. And also, that ensure the concrete conditions and career incentives, in order to enable the involvement of teachers.