Conhecimentos docentes no desenvolvimento profissional de formadores de professores: uma análise sobre as ações promovidas na Universidade Federal da Fronteira Sul

Abstract

This dissertation discusses the teaching professional knowledge developed and/or deepened by professors working in undergraduate courses in the Humanities and Social Sciences Area of Universidade Federal da Fronteira Sul (UFFS), Chapecó campus. The qualitative research, of an analytical empirical nature and based on a bardinian content analysis, was guided by the problematic: “What professional teaching knowledge were mobilized from training activities offered to teachers of Humanities and Social Sciences undergraduate teachers da UFFS?”. The theoretical framework is mainly based on Lee Shulman and Maria do Céu Roldão. The constitution of the empirical material went through the systematization of the legal and institutional guidelines on the training of teacher educators, the application of questionnaires and conducting face-to-face interviews with teachers working in the courses covered by the study. The analysis of the empirical material pointed out the potentialities and weaknesses of the training processes promoted to the promotion of professional knowledge for teacher educators. It was also evidenced that the research participants developed, through institutionalized and informal training, different aspects of the knowledge that constitute the teaching professionalism in undergraduate courses, whose explanation restructured their practices, re-signified their subjectivities as teacher trainers and mobilized reflections about their formative pathways. Regarding the teaching knowledge circumscribed by the didactic knowledge, the analysis evidenced the mobilization of knowledge related to the teaching approaches, the evaluation processes and the students difficulties through training offered by the university and by the daily reflection about the teaching process; the pedagogical knowledge evidenced the promotion of institutionalized activities focused on the pedagogical theories and the professionalism of the trainer, with special emphasis on the informal activities of the professional teaching culture, which promoted development through dialogue, sharing and cooperation between peers; the activity of construction and review of Pedagogical Political Projects (PPC's) emerged as a mobilizer of curriculum knowledge regarding the professional profile of the graduates of this course, as well as strengthened perceptions about the articulation between teaching, research and extension; within professional contexts, knowledge about students and faculty was evidenced, arising from contact between teachers and students and peer relations, as well as knowledge of the institutional and regional contexts in which UFFS operates; finally, in the field of knowledge about the bases and values of education, the analysis showed the importance of the epistemological, teleological, political and ethical dimensions of teacher education, dimensions developed much more individually than through formative actions mediated by university. Although unison in the sense that the education offered by UFFS fulfills the aims and develops teaching knowledge, the speeches made explicit the need for greater responsibility of the university in the truly permanent organic and systematic offer of training for the professional development of teacher educators.