The continuing training of higher education professors and its relationship with the National Curriculum Guidelines
This study is the result of a research carried out by the Pedagogical Support Nucleus, with the professors of the University of Vale do Taquari - Univates, about the contributions promoted by the activities of continuing formation that are part of the institutional program for teacher qualification....
| Main Authors: | , |
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| Format: | Article |
| Language: | Spanish |
| Published: |
Faculdade Meridional IMED
2019-04-01
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| Series: | Revista Brasileira de Ensino Superior |
| Subjects: | |
| Online Access: | https://seer.imed.edu.br/index.php/REBES/article/view/3397 |
| _version_ | 1811331619737305088 |
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| author | Maria Isabel Lopes Tiago Weizenmann |
| author_facet | Maria Isabel Lopes Tiago Weizenmann |
| author_sort | Maria Isabel Lopes |
| collection | DOAJ |
| description | This study is the result of a research carried out by the Pedagogical Support Nucleus, with the professors of the University of Vale do Taquari - Univates, about the contributions promoted by the activities of continuing formation that are part of the institutional program for teacher qualification. The purpose of this article is to analyze, from a cutout in the data from the research, the discourses of university professors on the relationship between continuing formation in Higher Education and the National Curricular Guidelines. As methodological procedures applied to the study, we considered normative documents that retrieve the history of the Curricular Guidelines in Brazil, and the information collected through a questionnaire with structured, objective and open questions, answered voluntarily and anonymously. For the treatment of the data, we proceeded from approximations to the studies of Michel Foucault, considering the construction of discourses that express the contemporary possibilities for the university pedagogy. In this sense, it is possible to identify that professors have constructed, from the participation in forums of the institutional program of teacher qualification, new subjectivities for the profession, materialized in the discourses that evince the appropriation of principles and elements of the National Curricular Guidelines, such as flexibility, autonomy, skills, competences, social demands, articulation between theory and practice, and differentiated teaching methodologies. |
| first_indexed | 2024-04-13T16:23:24Z |
| format | Article |
| id | doaj.art-cd4158a7f35744cd930feb274ca66115 |
| institution | Directory Open Access Journal |
| issn | 2447-3944 |
| language | Spanish |
| last_indexed | 2024-04-13T16:23:24Z |
| publishDate | 2019-04-01 |
| publisher | Faculdade Meridional IMED |
| record_format | Article |
| series | Revista Brasileira de Ensino Superior |
| spelling | doaj.art-cd4158a7f35744cd930feb274ca661152022-12-22T02:39:49ZspaFaculdade Meridional IMEDRevista Brasileira de Ensino Superior2447-39442019-04-015110112310.18256/2447-3944.2019.v5i1.33971437The continuing training of higher education professors and its relationship with the National Curriculum GuidelinesMaria Isabel Lopes0Tiago Weizenmann1Universidade do Vale do Rio Taquari - UnivatesUniversidade do Vale do Rio Taquari - UnivatesThis study is the result of a research carried out by the Pedagogical Support Nucleus, with the professors of the University of Vale do Taquari - Univates, about the contributions promoted by the activities of continuing formation that are part of the institutional program for teacher qualification. The purpose of this article is to analyze, from a cutout in the data from the research, the discourses of university professors on the relationship between continuing formation in Higher Education and the National Curricular Guidelines. As methodological procedures applied to the study, we considered normative documents that retrieve the history of the Curricular Guidelines in Brazil, and the information collected through a questionnaire with structured, objective and open questions, answered voluntarily and anonymously. For the treatment of the data, we proceeded from approximations to the studies of Michel Foucault, considering the construction of discourses that express the contemporary possibilities for the university pedagogy. In this sense, it is possible to identify that professors have constructed, from the participation in forums of the institutional program of teacher qualification, new subjectivities for the profession, materialized in the discourses that evince the appropriation of principles and elements of the National Curricular Guidelines, such as flexibility, autonomy, skills, competences, social demands, articulation between theory and practice, and differentiated teaching methodologies.https://seer.imed.edu.br/index.php/REBES/article/view/3397ensino superiorformação continuadadiretrizes curriculares nacionaisdiscursos. |
| spellingShingle | Maria Isabel Lopes Tiago Weizenmann The continuing training of higher education professors and its relationship with the National Curriculum Guidelines Revista Brasileira de Ensino Superior ensino superior formação continuada diretrizes curriculares nacionais discursos. |
| title | The continuing training of higher education professors and its relationship with the National Curriculum Guidelines |
| title_full | The continuing training of higher education professors and its relationship with the National Curriculum Guidelines |
| title_fullStr | The continuing training of higher education professors and its relationship with the National Curriculum Guidelines |
| title_full_unstemmed | The continuing training of higher education professors and its relationship with the National Curriculum Guidelines |
| title_short | The continuing training of higher education professors and its relationship with the National Curriculum Guidelines |
| title_sort | continuing training of higher education professors and its relationship with the national curriculum guidelines |
| topic | ensino superior formação continuada diretrizes curriculares nacionais discursos. |
| url | https://seer.imed.edu.br/index.php/REBES/article/view/3397 |
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