Desenvolvimento profissional de docentes universitários/as: um estudo sobre os espaços da formação pedagógica de professores/as na UFU-MG (2010-2019)

Abstract

The master's research is part of the line of research Knowledge and Educational Practices of the Graduate Program in Education at the Federal University of Uberlândia and its object of study is the professional development of university professors and the spaces for pedagogical training of teachers / UFU - MG. The research problem that guided the investigation was: how are the spaces for pedagogical training of teachers at the Federal University of Uberlândia being constituted and its implications for the professional development of their teachers? The general objective of the research is to analyze how the spaces of pedagogical training of teachers are being constituted at the Federal University of Uberlândia - MG. The specific objectives are: to identify which are the spaces destined to the pedagogical formation of the university professors of UFU, from the dialogue with the subjects responsible for the constitution of these spaces, in order to understand their structure and operation dynamics; to analyze the possible contributions of these spaces to the pedagogical training and professional development of university professors at UFU. To support our study, we count on Almeida (2011), Campos (2017), Campos e Almeida (2019), Cunha (1998; 2010), Freire (2016), Imbernón (2011), Lucarelli (2000), Melo (2018) . )), Melo e Campos (2019), Morosini (2001; 2014), Nóvoa (1992), Pimenta and Anastasiou (2010), Pimenta and Almeida (2011), Torres (2014), among others who carried out studies and research, in national and international scope in University Pedagogy. To achieve an understanding of space, place and territory, we count on: Carlos (2007); Cunha (2007; 2009; 2010); Gomes (2002); Holzer (1997); Lefebvre (1986); Lopes (2007); Raffestin (1993); Santos (1978; 1994); Tuan (1983). Exploratory research, with a qualitative approach, contributed to achieve the object of study. The theoretical-methodological option in relation to historical dialectical materialism supported the definition of the categories of analysis and expanded our reflections on the space and place of permanent formation, identity, teaching profession and teaching professional development. The research data were obtained through the analysis of UFU documents and a reflexive interview conducted with 4 subjects, responsible for the actions carried out in the People Training Division - DICAP and the Teacher Training Division - DIFDO. For the construction, interpretation of data and understanding of the research object, the content analysis proposed by Bardin (2011) was used. From the dialogue with the subjects, we infer that, to compensate for the absence of public policies aimed at the pedagogical training of university teachers, UFU instituted spaces for the training and professional development of its teachers. These initiatives express the recognition of teaching as a profession that requires specific knowledge for its exercise in higher education. However, as it is not part of UFU's institutional policy, training spaces, in general, carry out specific actions with an emphasis on technique. We consider the pedagogical training initiatives present at UFU to be valid, but we argue that only with the institutionalization of teacher training spaces will the process of teacher professional development consolidate and contribute to pedagogical training becoming a space and place of excellence at UFU, promoting autonomy and emancipation so that higher education is more human and humanizing.