(Trans)formar a docência na universidade: possibilidades evidenciadas a partir de uma pesquisa com professores bacharéis

Abstract

The investigation, carried out within the scope of the Line of Seach and Educational Practices, had as a problematic the difficulties faced by baccalaureate’s professors in the context of university teach. Research objectives were constituted: to analyze the main difficulties faced in the exercise of university teaching by baccalaureate’s professors; to apprehend the interfaces between a professional identity, knowledges and pedagogical practices during the participation in a critical-collaborative action research; investigate which emes that involve pedagogical practice at the are most important university to the professors; to analyze what the contributions of a collaborative critical action research to the professional development of university baccalaureate’s professors; and to expand debates related to the need to create institutional policies that strengthen university pedagogy. Sixteen university professors from the areas of Health Sciences, Biological Sciences, Exact Sciences and Agrarian Sciences participated in the research, all of them with baccalaureate’s degrees. A research was supported, mainly, by the following authors: Almeida (2012), Chauí (2014), Cunha (2012), Fernandéz Cruz (2006), Dourado (2011), Ibiapina (2008), Isaia e Bolzan (2008), Marcelo Garcia (2009), Melo (2018), Nóvoa (2009), Pimenta (2014), Pimenta e Almeida (2009), Pimenta e Anastasiou (2014), Saviani (2013) e Zabalza (2004). This is a qualitative study, of the type of critical-collaborative action-research. The research corpus was constituted by recording the testimonies of the participants during the formative actions, questionnaires, field diaries of the researcher and the participants, in addition to writing pedagogical letters. The critical-collaborative research-action allowed of that university professors in the reflection and (re) construction of pedagogical practice, through a collective and collaborative work that sought (trans) to form the pedagogical practice of the teacher. The results indicate that the baccalaureate’s professors participating in the training actions can critically reflect on the pedagogical practice, conceptions and attitudes, provided that a relationship is established between mediators- baccalaureate’s professors and baccalaureate’s professors -mediators, based on theoretical references. The defended thesis is expressed in the following assertion: it is possible (trans) to form university teach from critical-collaborative action research with baccalaureate’s professors. We emphasize that the university must be responsible for consolidating institutional policies for the permanent training of baccalaureate’s professors, aimed at both beginning and experienced baccalaureate’s professors. Actions formative continuous at the university contribute to the or human development of all participants: baccalaureate professors and students.