Aprendizagens profissionais de professores de pedagogia do ensino superior no processo de planejamento da atividade docente

Abstract

The present investigation focuses on the study of teachers' professional learning, understood as a process in which teachers expand, renew and review their commitment to teaching and is guided by the following problem: "What are the professional learning developed by higher education teachers from the planning of the teaching activity? To this end, the research takes the state of Santa Catarina as its geographic context, restricting itself to the Federal and State Public Universities that offer undergraduate courses in Pedagogy in face-to-face mode and is guided by the objective of highlighting and discussing the professional learning of university professors of degree courses in Pedagogy in the context of carrying out the planning of the teaching activity. The study consists of a qualitative and interpretative analysis and the data were constituted through a questionnaire and an interview directed to professors of Pedagogy courses. Data analysis was carried out from the perspective of Content Analysis and has Bardin's work as its main source. As a result of the research, four central categories were highlighted: teaching planning; teaching purposes; theoretical foundations and finally, training strategies. Through the analysis of these categories, it is evident that the planning of the teaching activity favors professional learning through reflection on practice, sharing experiences, collaboration with colleagues and reframing their practice. In addition, it allows the teacher to think about training strategies aligned with the student's profile and the context of teaching practice. These aspects favor the professional learning of university professors and, therefore, their professional development.