Dormi profissional, acordei professor
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Arquivos
Data
2011
Tipo de documento
Dissertação
Título da Revista
ISSN da Revista
Título de Volume
Área do conhecimento
Ciências Humanas
Modalidade de acesso
Acesso aberto
Editora
Autores
Bresciani, Sirlene Aparecida Takeda
Orientador
Kassick, Clóvis Nicanor
Coorientador
Resumo
O presente estudo teve origem na prática, como professora no curso de Administração. Tem por objetivo compreender como atua o professor do curso de Administração da Universidade Paranaense ¿ UNIPAR. Partindo do pressuposto de Pimenta e Anastasiou (2005), de que o professor da Educação Superior adentra a área de docência sem formação pedagógica, a pesquisa busca desvendar como o professor atua em sala de aula, como organiza a sua ação didática e qual concepção epistemológica fundamenta seu trabalho docente. Dessa forma, a pesquisa procura responder as questões fundamentais: Como se instituiu o curso de Administração no Brasil? Como se dá a formação pedagógica do professor da Educação Superior? Quais são as abordagens pedagógicas que fundamentam a educação? Como o professor do curso de Administração da UNIPAR organiza o seu fazer pedagógico? A partir dessas respostas, a pesquisa tem como meta subsidiar as ações das Instituições de Educação formadoras de novos Administradores e, em particular, trazer elementos para subsidiar as ações do professor ao planejar sua prática pedagógica e ao executar sua tarefa cotidiana, à partir de referenciais da abordagem cognitivista.
This study originated in my practice as a teacher in the Administration course. Its purpose is to understand how acts the teacher of UNIPAR Administration course. Since Pimenta and Anastasiou (2005) concept, that the professor of higher education enters the area of teaching without pedagogical training, the research aims to discover how the teacher works in the classroom, how he organizes his teaching and under which epistemological concepts bases. Thus, the research aimed to answer fundamental questions: How was set the Administration course in Brazil? How is the pedagogical training of Higher Education teachers? Which are the pedagogical approaches that support education? How do the instructor of UNIPAR Administration course organizes its teaching? Since these answers, the survey aims to assist the education institutions acting to forming new Administrators and, particularly, bring elements to support the teacher actions when he plans his pedagogical practice and when he performs his daily work, with cognitive approach references.
This study originated in my practice as a teacher in the Administration course. Its purpose is to understand how acts the teacher of UNIPAR Administration course. Since Pimenta and Anastasiou (2005) concept, that the professor of higher education enters the area of teaching without pedagogical training, the research aims to discover how the teacher works in the classroom, how he organizes his teaching and under which epistemological concepts bases. Thus, the research aimed to answer fundamental questions: How was set the Administration course in Brazil? How is the pedagogical training of Higher Education teachers? Which are the pedagogical approaches that support education? How do the instructor of UNIPAR Administration course organizes its teaching? Since these answers, the survey aims to assist the education institutions acting to forming new Administrators and, particularly, bring elements to support the teacher actions when he plans his pedagogical practice and when he performs his daily work, with cognitive approach references.
Palavras-chave
Ensino superior - Metodologia, Educação, Professores universitários - Formação de professores, Administração, Didática