Estudo sobre aprendizagens no ensino superior sob a ótica de profissionais da área de administração
Pignatari Filho, Milton
Mizukami, Maria da Graça Nicoletti
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Sanchez, Petra Sanchez
Nono, Maévi Anabel
Nono, Maévi Anabel
Educação, Arte e História da Cultura
The formation required for teaching in undergraduate courses has been concentrated in the knowledge of certain content, being practical (due to the professional exercise) or theoretical/epistemological (due to the academic exercise). The postgraduate courses, a privileged place of that formation, tends to prioritize the conduct of researches, becoming responsible, even if it is not intentionally, for perpetuating the faith that to be a teacher is enough to thoroughly know certain content or, in the case of undergraduate courses, to be a good researcher. Initiatives in the sense of offering to the (future) teacher a great academical preparation in relation to the educational activity, although existent, they are still scattered and they lack theoretical penetration, as well as studies that try to know, in systematized way, their results. In the moment that Brazil intends to discuss the directions of the University through the Brazilian Educational Public Higher Education Policy Reform, it is very important to approach the theme and to alert for the need that - amid discussions on financing, quotas, academical autonomy - more attention is ought to be given to the formation of that main actor in the construction of the undergraduate courses: the teacher. The goal of this paper is to look for the support of the historical context and the cultural aspects of the learning, associated with a research accomplished together with the teachers of the administration area, a reflection about the quality in undergraduate courses and also try to find a way in order to make a contribution for the improvement in the teaching area. It will also be approached how the teacher of the undergraduate courses sees his evolution in the educational career. The teachers' reports of the experiences can offer important subsidies for future planning and evaluations of the programs of that nature, as well as to explore new teaching and learning strategies that can look for a better quality in undergraduate courses.
ensino superior , aprendizagem , qualidade , formação de professores , desenvolvimento profissional de professores , undergraduate courses , learning , quality , teachers professional development
PIGNATARI FILHO, Milton. Estudo sobre aprendizagens no ensino superior sob a ótica de profissionais da área de administração. 2007. 145 f. Dissertação (Mestrado em Educação, Arte e História) - Universidade Presbiteriana Mackenzie, São Paulo, 2007.