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A pedagogia universitária nas propostas inovadoras de universidades brasileiras: por uma cultura da docência e construção da identidade docente; Higher education pedagogy in innovating projects in Brazilian universities: For a teaching culture and teaching identity construction

Couto, Ligia Paula
Fonte: Biblioteca Digitais de Teses e Dissertações da USP Publicador: Biblioteca Digitais de Teses e Dissertações da USP
Tipo: Tese de Doutorado Formato: application/pdf
Publicado em 22/05/2013 PT
Relevância na Pesquisa
46.41%
Esta pesquisa de doutorado tem como objetivo principal analisar o papel da pedagogia universitária em projetos inovadores de universidades públicas brasileiras. Analisar a pedagogia universitária em propostas inovadoras no ensino superior não é uma escolha aleatória. Há uma política de expansão da universidade pública, mas há uma política de formação pedagógica dos professores para essa universidade? Determinados autores (SANTOS, 2008; CHAUÍ, 2001, 2003; BUARQUE, 2003) apontam a crise da universidade e a urgência de mudança para que essa instituição não perca sua função e significância social. Dessa maneira, será avaliado em que medida projetos que, a princípio, podem ser classificados como inovadores cooperam para a transformação do ensino superior na direção do que é esperado para o cumprimento de sua função social e de que forma interagem com as discussões no campo da pedagogia universitária, em especial no que se refere à formação pedagógica do professor universitário. Pimenta e Anastasiou (2005) ressaltam a importância da constituição da identidade docente do professor de ensino superior, que também se daria em um processo de formação continuada. As universidades selecionadas foram a USP Leste e a UFPR Litoral. Tal seleção baseou-se no critério dessas universidades afirmarem constituir propostas inovadoras. Como metodologia...

A pedagogia universitária e suas relações com as políticas institucionais para a formação de professores de educação superior; The university pedagogy and its relationships with institutional policies for training teachers of higher education

Torres, Alda Roberta
Fonte: Biblioteca Digitais de Teses e Dissertações da USP Publicador: Biblioteca Digitais de Teses e Dissertações da USP
Tipo: Tese de Doutorado Formato: application/pdf
Publicado em 17/03/2014 PT
Relevância na Pesquisa
66.35%
A pesquisa apresentada tem como objetivo geral analisar a Pedagogia Universitária e suas relações com as políticas institucionais para formação de professores da Educação Superior com vista à constituição de seu campo de conhecimento. A questão central observa como o campo de conhecimento da Pedagogia Universitária se constitui e se relaciona com as políticas institucionais para a formação de professores da Educação Superior. Como objetivos específicos, busca-se analisar as concepções de formação subjacentes aos programas e espaços formativos oferecidos pelas instituições; estudar a relação entre a formação e o desenvolvimento profissional docente; compreender as motivações e legitimidades que levam as instituições a oferecer esses programas e espaços formativos; e conhecer suas estrutura e organização. Privilegiamos a fecundidade do movimento e da mudança na apreensão do objeto de pesquisa com aproximação ao método dialético, realizando a análise de conteúdo a partir de Bardin (2011). Nossas abordagens epistemológica e metodológica nos conduziram a trabalhar com as categorias analíticas: Universidade, Pedagogia Universitária e Políticas de formação de professores para a Educação Superior...

Políticas institucionais de formação pedagogica e seus efeitos na configuração da docência e na qualidade universitária : um estudo sobre as IES comunitárias do RS

Cóssio, Maria de Fátima
Fonte: Universidade Federal do Rio Grande do Sul Publicador: Universidade Federal do Rio Grande do Sul
Tipo: Tese de Doutorado Formato: application/pdf
POR
Relevância na Pesquisa
46.08%
Esta tese analisa em que medida a formação pedagógica dos professores universitários, como uma política institucional, contribui na construção da profissionalidade docente e na configuração da institucionalidade universitária identificada com os princípios da qualidade social, contrapondo-se à lógica mercadológica proposta pelo novo ordenamento global. Inicialmente o estudo foi realizado em sete universidades comunitárias do RS, a fim de identificar, em seus processos de gestão, a existência de programas de formação pedagógica. Das sete universidades estudadas, apenas três apresentaram programas de formação permanentes, sendo estas, objeto de estudos mais detalhados. Realizou-se uma análise descritiva das origens e motivações dos setores responsáveis pela Pedagogia Universitária, dos princípios epistemológicos e metodológicos que os orientam e das ações consideradas como qualificadoras. Constatou-se que os programas de formação que mais contribuem para o desenvolvimento profissional dos professores estão alicerçados na “prática reflexiva” ou na “epistemologia da prática”; apresentam ofertas permanentes e estratégias diversificadas; abrangem professores e coordenadores de curso e ampliam sistematicamente o grupo de pessoas beneficiadas. Concluiu-se que o que resguarda as três instituições analisadas da adoção de princípios de gestão exclusivamente mercadológicos é a condição de pertencerem ao segmento das comunitárias...

Policy Reservations: Early Childhood Workforce Registries and Alternative Pedagogy Teacher Preparation

Belcher, Kimberlee Ann
Fonte: [Bloomington, Ind.] : Indiana University Publicador: [Bloomington, Ind.] : Indiana University
Tipo: Doctoral Dissertation
EN_US
Relevância na Pesquisa
46.31%
Thesis (Ph.D.) - Indiana University, Education, 2015; Due to narrowly defined quality measures, teacher preparation in Montessori, Waldorf, Reggio and LifeWays pedagogies is not recognized in many state ECE professional development systems. The problem is compounded by Quality Rating and Improvement System’s child care program ratings, which rely on teacher qualifications as a component of program ratings. Limitations, due to philosophical dissimilarities pertaining to the spirit of the child, ill-fitting measurements of quality, and policy exclusion make it difficult for alternative pedagogy communities to meet qualifications or to obtain scores that count. This is exacerbated by narrow definitions regarding national versus regional accreditation in teacher preparation programs.Using a transformative, mixed-methods approach, this study asks, “What is the role and relevance of alternative pedagogy teacher preparation to the professional development system, and where does it fit in the current policy landscape nationwide?” As a follow up question, the study seeks to answer, “What is the process for change?” Through the use of surveys, interviews, and a cultural context model, a way forward is mapped. Registry policy makers in 28 states and 46 teacher preparation directors...

Affect, ontology, and pedagogy: An autoethnographic study on student-teacher relationships

Kalfleish, Luke
Fonte: Brock University Publicador: Brock University
Tipo: Electronic Thesis or Dissertation
ENG
Relevância na Pesquisa
46.11%
In studying affect within the realm of student-teacher relationships my thesis project use the concept of “affect” as composed by Baruch Spinoza (1992, 2007). I focus specifically on how Deleuze (1988) interprets and implements the term within his own philosophy, as well as on Antonio Negri’s (2011, 1991) work on Spinoza including his and Michael Hardt’s (2000, 2004, 2009) more recent works. This thesis will explore Spinoza’s affect within the discourse of Affective Pedagogy and Critical Pedagogy while remaining committed to a Spinoizist ontology as outlined by Deleuze (1988). I used artefacts from my past experiences as a student and teacher to produce evocative writing pieces which act as affective continuances of my past experiences as a student, student-teacher, and teacher, and the relationships of affect that composed them. This project used these artefacts and the writings they produced as sites of intensity that are carried through from traces, to evocative thresholds, to concepts, and finally into analysis.

Postsecondary Artist Teachers' Responses to Computer Technology in Their Drawing Pedagogy

Mikolajewski, Charlotte I
Fonte: Brock University Publicador: Brock University
Tipo: Electronic Thesis or Dissertation
ENG
Relevância na Pesquisa
46.15%
While the influence of computer technology has been widely studied in a variety of contexts, the drawing teaching studio is a particularly interesting context because of the juxtaposition of traditional medium and computer technology. For this study, 5 Canadian postsecondary teachers engaged in a 2-round Delphi interview process to discuss their responses to computer technology on their drawing pedagogy. Data sources included transcribed interviews. Findings indicated that artist teachers are both cautious to embrace and curious to explore appropriate use of computer technology on their drawing pedagogy. Artist teachers are both critical and optimistic about the influence of computer technology.

A Handbook for Ontario J/I Pre-Service Teachers Developing Inclusive Pedagogy: Understanding Pre-Service Teachers' Thoughts and Feelings About Diversity

Pierce, Andrew
Fonte: Brock University Publicador: Brock University
Relevância na Pesquisa
46.15%
This project presents a handbook for Ontario Junior/Intermediate (J/I) pre-service teachers, Ontario J/I teacher education instructors, and J/I associate teachers that facilitates the identification, analysis, and reorganization of J/I pre-service teachers’ thoughts and feelings about diversity characteristics to develop inclusive teaching pedagogy. The handbook outlines collaborative and independent learning activities designed for integration into compulsory J/I Bachelor of Education (B.Ed.) program courses, practicum placements, and independent reflective situations. The handbook is composed of 5 sections: (a) Rationale for Importance; (b) Cross-Curricular Activities for J/I B.Ed. Courses; (c) Course-Specific Activities; (d) Practicum Placement Activities; and (e) Resources for Inclusive Educators. A critical content analysis of a 2011-2012 J/I B.Ed. program in Ontario enabled the creation of the handbook to address specific teacher education programming focused on helping pre-service teachers understand their thoughts and feelings about diversity for the development of inclusive teaching pedagogy. This research contributes to the advancement of theory and practice regarding development of teacher education programming that promotes J/I pre-service teachers’ inclusive pedagogy.

To Make A Difference: Re-viewing the Practice of Critical Pedagogy through the Lens of Cultural Myths about Teaching

Wilson, John, Tyler
Fonte: Quens University Publicador: Quens University
Tipo: Tese de Doutorado
EN; EN
Relevância na Pesquisa
56.39%
The purpose of this thesis is to generate new ways of understanding and imagining what it means to educate for and from a critical consciousness (Freire, 1974). My research is focused on my experience of trying to put critical pedagogy theory into practice in the context of teaching a grade 11/12 high school class. In contrast to oppressive pedagogies that functioned to “prepare students for dominant or subordinate positions in the existing society” (McLaren, 1994, p. 191), as a critical pedagogue, I was guided by the goal of liberating the students in my class by raising their consciousness. However, when I attempted to put critical pedagogy into practice, I soon found myself reproducing an oppressive, transmission-style pedagogy. If the goal of critical pedagogy was to emancipate students by providing them with a transformative educational experience, why did I continue to view myself and my students in ways that were oppressive and paternalistic? Critiques of critical pedagogy (Ellsworth, 1989; Gore, 1993) offer important insight into this question. Yet, a limited amount of research had been performed into how dominant cultural myths about teaching (Britzman...

Romancing Children into Delight: Promoting Children's Happiness in the Early Primary Grades

Hughes, Scott Frederick
Fonte: Quens University Publicador: Quens University
Tipo: Tese de Doutorado
EN; EN
Relevância na Pesquisa
46.17%
Happiness should be a fundamental aim of education. This philosophical assertion raises the practical question of how teachers generate happiness in their classroom programs while operating under the current paradigm of educational accountability. The purpose of this qualitative study was to examine the perspectives of early primary teachers, students, and parents on what makes a happy classroom. Data were collected through interviews of 12 teachers from public, independent, Waldorf, Froebel, and Montessori schools; over 72 hours of observation in eight early primary classrooms; interviews with 23 students (ages 3 to 8), drawing and photography with 64 students (ages 3 to 8); 66 parent surveys, and eight teacher exit interviews. Four cycles of analysis, including descriptive and conceptual approaches, resulted in the identification of five core conditions of happy classrooms: (a) relational pedagogy, (b) embodied learning, (c) pedagogical thoughtfulness (d) an ethos of happiness, and (e) an ethos of possibility. These five conditions were supported by 17 facets, which describe practical and conceptual ways to support pedagogical thinking and decision-making about children’s happiness in the complex worlds of busy classrooms. Five of the facets are spotlighted: (a) kids need to play...

A Prisoners’ Project in Emergent Ethics

Raddon, Karen
Fonte: Quens University Publicador: Quens University
Tipo: Tese de Doutorado
EN; EN
Relevância na Pesquisa
46.06%
The central questions proposed for investigation in this project are (a) What might be the relationship between emergent, intersubjective ethical processes, such as might be claimed to exist in interpersonal relationships among prisoners, and moral systems, such as the rehabilitationist philosophy of the criminal justice system? and (b) In what ways might these ethical and moral systems and processes find expression in the lived experiences of prisoners? To explore these questions a working group was formed with myself and four research collaborators who had spent some time in prison. We worked collaboratively following a radical pedagogy approach to research, responding to these questions and testing this philosophical model against our lived experiences of prison and beyond. While we did not pretend to reach any specific conclusions on these highly philosophical questions, we were not at a loss to locate examples of our deliberations within our experiences of prison, as well as within the project itself building meaning across philosophy and practice. Thus at the very least we may advance that a framework of emergent, intersubjective ethics can have bearing on experiences of prison and may through further development present critiques and alternatives to the demoralizing spectrum of carceral control and rehabilitation. Further...

From the Teacher's Perspective: The Complex Nature of Facilitating Volunteer Abroad Programs in Ontario Secondary Schools

FIZZELL, KATHRYN
Fonte: Quens University Publicador: Quens University
Tipo: Tese de Doutorado
EN; EN
Relevância na Pesquisa
46.06%
The following study has been designed to address gaps in the volunteer abroad literature with respect to this growing phenomenon within Ontario’s secondary school system. Volunteer abroad programs at the secondary school level reflect a combination of attributes from study abroad, international service learning and volunteer tourism and are influenced by the rhetoric of global citizenship. As studies have shown that educators play an important role in shaping the volunteer abroad experience for their students, specifically in relation to how they choose sending and host organizations, integrate pre-departure training and facilitate reflection during and after the time abroad, this study includes an interpretive analysis of ten semi-structured interviews conducted with Ontario secondary school teachers who have facilitated volunteer abroad programs between the years 2006 and 2011. Interview responses have been critically analyzed through the lens of the global citizenship discourse, post-colonial studies and critical pedagogy theory in order to make sense of the nuances involved in how teachers conceptualize the volunteer abroad experience they provide for their students. Throughout this thesis I argue that teachers must engage in self-reflexive and collaborative practices in order to challenge their assumptions regarding the impacts of these programs on their students and host communities in the Global South.; Thesis (Master...

Reproducing Canada's colonial legacy: a critical analysis of Aboriginal issues in Ontario high school curriculum

Watters, Jordan Austin
Fonte: Quens University Publicador: Quens University
Tipo: Tese de Doutorado Formato: 400882 bytes; application/pdf
EN; EN
Relevância na Pesquisa
46.17%
Canadian education has historical roots in blatantly assimilationist policies bent on the social, economic, linguistic and spiritual subjugation of Aboriginal peoples and their cultures. Today, Canadian education has moved away from overtly colonialist discourses and publicly embraced the principles of multiculturalism. This research explores how and if this ideological shift has translated into the practice of contemporary Canadian education as it is experienced by students. My research focuses on the ways Canada’s colonial history and contemporary Aboriginal issues are addressed in mandatory Ontario high school social studies curriculum. This analysis is based on interviews with twenty-five recent high school graduates about what they remember learning about Aboriginal issues and how that knowledge has influenced their understanding of colonialism and Aboriginal peoples today. My interpretive analysis of students’ responses relies on the insights provided by critical pedagogy and postcolonial theory. By drawing on Gramsci, Freire and Apple I challenge the hegemonic practices in education that continue to marginalize Aboriginal peoples and their struggles. This research contributes to scholarship in the sociology of education and postcolonial studies by providing a unique picture of the ways in which young people come to understand Canada’s colonial legacy through their formal education...

Tensions and possibilities in applying Freirean critical pedagogy towards fostering critical literacy in India's education system

Andrade, Suzana
Fonte: Quens University Publicador: Quens University
Tipo: Tese de Doutorado Formato: 542982 bytes; application/pdf
EN; EN
Relevância na Pesquisa
56.41%
The purpose of this thesis is to explore the possibilities in reinventing Freirean critical pedagogy in the context of Indian formal education, and to examine the tensions and limitations that emerge and that would need to be addressed in such an attempt. It argues that Brazilian educator Paulo Freire's model of critical pedagogy can offer useful ideas and possibilities for change in the formal education system in India that is currently suppressing critical education and thereby perpetuating inequality and oppression. However, inasmuch as current educational practice in India is embedded in a cultural worldview that is different from the cultural worldview which shaped Freire's thinking, his theory will have to be contextualized, in keeping with the ideals of humanization, epistemology, liberation, ontology and pedagogy that are valued in Indian society, in order to be reinvented successfully in the Indian context. To this end, the thesis will present a comparative study of Freirean critical pedagogy and the Indian culture of pedagogy in order to explore the following questions: What are some of the possibilities that a Freirean perspective can offer for a critique of the Indian culture of pedagogy? What are some of the possibilities that an Indian perspective can offer for a critique of the cultural specificities of Freire's worldview? What are some of the tensions between the two worldviews that would need to be addressed in order to successfully reinvent critical pedagogy in the context of Indian education...

Pursuing Tikkun Olam in Business Pedagogy: An Investigation of Business Faculty Perspectives of Social Justice in Business and Education

SCOTT, MADELINE
Fonte: Quens University Publicador: Quens University
Tipo: Tese de Doutorado Formato: 1142245 bytes; application/pdf
EN; EN
Relevância na Pesquisa
56.25%
Starting with the Jewish concept of Tikkun Olam and framed by Critical Theory, this paper investigates business faculty perspectives of social justice in Israel and Canada. Eight purposefully-selected participants were interviewed. Their narratives form the basis of this qualitative study. The research participants revealed that there were ideological and structural forces present in the business programmes investigated that appeared to prevent social justice motives from being realized in the culture of business schools. The participants suggested that the hegemonic forces driving business programs were: profit-driven business ideologies, the particular character of MBA programs, and business programs’ quantitative research bias. These forces were found to be affecting the way in which the participants made-meaning of social justice, and the way in which they could teach and research within their respective business schools. The results of this study illuminate the types of cultural and asymmetrical relations that are affecting business pedagogical constructs and the future for social justice within them. This is important as how university faculty make meaning of social justice within business paradigms will not only shape how curricula and ideological changes evolve in business schools...

When Singing Becomes Knowing: Developing Self-knowledge Through Vocal Pedagogy

ANDERSON, MARIE
Fonte: Quens University Publicador: Quens University
Tipo: Tese de Doutorado Formato: 758056 bytes; 758056 bytes; 758056 bytes; application/pdf; application/pdf; application/pdf
EN; EN
Relevância na Pesquisa
56.31%
The purpose of this research was to explore vocal pedagogy that places development of self-knowledge at the center of the investigation. I looked at the personal growth that occurred as a result of the distinctive qualities inherent in singing lessons that included spiritual practices. The goal for unity of body, mind, and spirit in performance bears a close resemblance to the basic meditative practices of mastery through repetition, intense listening, and deep connective breathing that have been used for thousands of years in all mystical traditions. The singing studio is a place where self-discovery can be encouraged and held with respect. This exploration examined vocal pedagogy as a means to finding one’s personal voice. Little literature exists on voice and self-knowledge, and a search for relevant sources revealed that there appears to be no professional training available in the area of voice and self-knowledge, although many people appear to be developing their own strategies for this purpose. My own experience and practice as a voice teacher with a strong spiritual identity, places me as someone who may benefit from further information about voice and self-development. The study consisted of two phases. Phase one consisted of interviews with three educators who use singing lessons as a tool for development of self-knowledge. The findings of these interviews informed phase two...

Considerations about the sense of university “pedagogy” and “didactics” with special reference to the Uruguayan experience; Consideraciones sobre el sentido de las “pedagogías” y las “didácticas” universitarias, con especial referencia a la experiencia uruguaya

Behares, Luis Ernesto; Universidad de la República, Montevideo
Fonte: Universidade Federal de Santa Maria Publicador: Universidade Federal de Santa Maria
Tipo: Artigo de Revista Científica Formato: application/pdf
Publicado em 26/10/2011 POR
Relevância na Pesquisa
56.19%
This paper analyzes the sense of two common terms used to make reference to university teaching: “university pedagogy” (meaning “the way we educate at universities”) and “university didactics” (meaning “the way we teach at universities”). Since 1980, those terms, and the theories which make possible its extensive use, have been employed in Latin-American and some European countries. This choice implies a conceptual problem regarding the proper nature and scope of university teaching. The general and traditional background of universities relates teaching to the production of knowledge, but the terms “pedagogy” and “didactics”, as established in the framework of basic education, refer mostly to the different kinds of strategies to intervene in students ́ learning. In a sense, the incorporation of such conceptions had the effect of separating teaching from research, or at least making it more difficult to improve their required relationship. The discussion of such a conceptual polarity has been important in the Uruguayan experience in the field during the last two decades; Este trabajo analiza el sentido de dos términos usados comúnmente para hacer referencia a la enseñanza en las universidades: “pedagogía universitaria”  (entendida como “la forma como educamos en las universidades”) y “didáctica universitaria” (entendida como “la forma como enseñamos en las universidades”). Desde 1980...

The Dialogics of Performance and Pedagogy; A dialógica da performance e da Pedagogia

Sabatini, Arthur J.; Arizona State University
Fonte: Universidade Federal de Santa Maria Publicador: Universidade Federal de Santa Maria
Tipo: Artigo de Revista Científica Formato: application/pdf
Publicado em 05/11/2014 POR
Relevância na Pesquisa
46.11%
The following study dwells on the relationship between performance and pedagogy, and it should be thought of as an attempt to understand pedagogy as a specific genre of performance. Thus, it searches for answers to the following questions: what types of discourse are predominant in pedagogical situations? What is the relationship between the student and the teacher? Who teaches? What kinds of knowledge and ways of interpretation are involved and are being created in the context of teaching performance studies (historical and socio-ideologically)? Bakhtin’s concepts and lexicon are conceived as more than methodological tools for understanding of teaching as performance; they are, in fact, the substance and style of a particular form of practicing and thinking.; http://dx.doi.org/10.5902/1984644414779O presente texto discorre sobre a relação entre performance e pedagogia, buscando compreender a pedagogia como um gênero específico de performance. Isso posto, o trabalho procura responder as seguintes questões: que tipologia de discursos opera em situações pedagógicas? Qual é a relação entre o estudante e o professor? Quem ensina? Que tipos de conhecimento e formas de interpretação existem e estão sendo criados no contexto do ensino dos estudos da performance (histórica e sócio-ideologicamente)? Os conceitos e o léxico de Bakhtin constituem...

Cursos de Pedagogia EaD: superando desafios – construindo inovações; DE pedagogy courses: overcoming challenges – constructing innovations

Morés, Andréia; Universidade de Caxias do Sul - UCS
Fonte: Universidade Federal de Santa Maria Publicador: Universidade Federal de Santa Maria
Tipo: info:eu-repo/semantics/article; "Avaliados por pares"; info:eu-repo/semantics/publishedVersion Formato: application/pdf
Publicado em 18/06/2014 POR
Relevância na Pesquisa
46.23%
http://dx.doi.org/10.5902/198464447187 A presente pesquisa foi realizada junto a Universidade de Caxias do Sul (UCS) e a Universidade Federal do Rio Grande do Sul (UFRGS), com o objetivo de investigar as inovações pedagógicas, científicas e tecnológicas presentes nos cursos de Pedagogia, na modalidade Educação a Distância (EaD) dessas Universidades. O método adotado para a investigação qualitativa desta pesquisa foi o Estudo de Caso, referendado por Yin (2005). O lastro teórico que embasou a pesquisa foram os estudos apresentados pela Associação Brasileira de Educação a Distância, por Belloni (2003), Santos (2008) e Leite (2005), Audy (2006) e outros. O estudo revelou que se está a caminho da construção de práticas de EaD com aproximações inovadoras, pois, em ambos os cursos de Pedagogia EaD, estão presentes inovações pedagógicas, científicas e tecnológicas que potencializaram uma nova maneira de conhecer, ensinar e aprender na universidade.; The current research was carried out at the University of Caxias do Sul (UCS) and the Federal University of Rio Grande do Sul (UFRGS) with the objective of investigating the technologic, scientific and pedagogic innovations presented in the Pedagogy courses in the Distance Education (DE) mode of these Universities. The adopted method for the qualitative investigation of this research was the Case Study...

Pedagogia universitária: gênese filosófico-educacional e realizações brasileiras no século XX; Pedagogía universitaria: génesis filosófico educacional y realizaciones brasilenãs en el siglo xx; University pedagogy: educational-philosophical origin and Brazilian correlated aspects at the 20th century

Araújo, José Carlos
Fonte: Linhas Críticas; Critical Lines Publicador: Linhas Críticas; Critical Lines
Tipo: info:eu-repo/semantics/article; info:eu-repo/semantics/publishedVersion; ; Formato: application/pdf
Publicado em 15/12/2010 POR
Relevância na Pesquisa
66.27%
O objetivo deste é configurar uma conceituação de pedagogia universitária, primeiramente com base no pensamento de Wilhelm von Humboldt (1767-1835), presente na obra intitulada Sobre a Organização Interna e Externa das Instituições Científicas Superiores em Berlim, escrita em 1810, a qual revela, basicamente, o ideário em torno de universidadedesde o século XIX aos nossos dias. E, em segundo lugar, complementarmente, versar sobre a pedagogia universitária brasileira, certamente vinculada aos ideais humboldtianos,em três momentos cruciais de sua constituição no decorrer do século XX: a) nos anos 1920, pelo movimento universitário fundado na idéia de formação das elites; b) nos anos1950 e 1960, pelo movimento em torno da democratização da Educação Superior; e c) nos anos 1990, com ressonâncias na atualidade, pelo movimento denominado por ‘mercantilização’ da Educação Superior, quando se assiste a uma admirável expansão do setor privado, mas certamente em sintonia com o movimento anterior.; El objectivo de este trabajo es configurar una conceptualización de pedagogía universitaria, primeramente con base en el pensamiento de Wilhelm Von Humboldt (1767-1835), presente en la obra intitulada sobre la organización interna y externa de las instituciones científicas superiores en berlín...

Compreendendo os movimentos construtivos da docência superior: construções sobre pedagogia universitária; Comprendiendo los movimientos constructivos de la docencia superior: construcciones sobre pedagogía universitária; Understanding the constructive movements of higher education teaching: constructions over university pedagogy

Isaia, Silvia Maria; Bolzan, Doris
Fonte: Linhas Críticas; Critical Lines Publicador: Linhas Críticas; Critical Lines
Tipo: info:eu-repo/semantics/article; info:eu-repo/semantics/publishedVersion; ; Formato: application/pdf
Publicado em 15/12/2010 POR
Relevância na Pesquisa
56.04%
Esse artigo decorre de pesquisas que as autoras vêm desenvolvendo em especial sobre a temática dos ciclos de vida profissional de professores do ensino superior. Discute ospossíveis movimentos construtivos na trajetória docente de professores universitários. Essa discussão se dá a partir da busca pela compreensão dos movimentos construtivos dadocência, bem como do delineamento de possíveis ciclos de vida profissional desses sujeitos. Os participantes da pesquisa foram agrupados considerando-se o tempo de experiência no magistério superior, com a finalidade de narrarem suas biografias. Nesta análise encontramos quatro movimentos construtivos da docência: preparação à carreira docente; entrada efetiva no magistério superior; marcas da pós-graduação nadocência superior; professoralidade docente. Os achados permitem-nos especular que os fios das concepções de docência são tecidos a partir dos movimentos construtivos ao longoda trajetória docente, demarcando-os como um processo contínuo de aprendizagem docente.; Ese artículo es resultado de investigaciones desarrolladas por las autoras, en especial lãs relativas a los ciclos de vida profesional de profesores de la enseñanza superior. Discute los posibles movimientos constructivos en la trayectoria docente de profesores universitarios. Esa discusión ocurre a partir de la búsqueda por la comprensión de los movimientos contractivos de la docencia...