Formação continuada para docentes da educação superior: uma estratégia de gestão educacional

Abstract

This research is about Continuing Education for Higher Education teachers as an Educational Management strategy. This study aims to understand how Continuing Education can contribute to undergraduate teachers as an educational management strategy, based on the perception of Faccat's teachers and managers. This is a mixed-methods study, with a combination of quantitative and qualitative methods. To provide the theoretical basis for the research, we used some authors who have studied the identity of higher education teachers, such as Nóvoa (1992, 1995, 2018, 2019, 2022, 2023), Anastasiou and Pimenta (2002), Tardif (2000, 2014), Cunha (2008, 2010, 2011, 2020) and Masetto (2003, 2018). As well as authors who describe Continuing Education: Nóvoa (1992, 2001, 2002), Libâneo (2004), Imbernón (2010, 2011), Cunha (2011, 2020) and Masetto (2018). In addition to authors who present perceptions involving discussions on Educational Management, among them: Klaus (2016), Lück (2013, 2014, 2015), Tofik (2013), Sander (2007, 2009), Colombo (2013), Paro (2015, 2018), Dourado (2011, 2012) and Libâneo (2018). It is in this vein that the researcher approached the theoretical foundation. As far as the objective is concerned, this is an exploratory study. As far as the methodological procedure is concerned, it is a case study, as the object of study is closely investigated. The empirical field chosen was a Community Higher Education Institution (IESC), the Faculdades Integradas de Taquara - Faccat, located in the municipality of Taquara - RS. To achieve the specific objectives stipulated, different instruments were used to collect data. In the first stage, a documentary analysis was carried out, based on the Institutional Reports; in the second stage, a questionnaire was applied to teachers; in the third and final stage, a semi-structured interview was carried out with managers. In analyzing the data for the first and second stages, the descriptive interpretive analysis technique was used. Based on the data from the questionnaire applied to the teachers and the interview with the managers, the open questions were analyzed using content analysis. The closed questions were also analyzed using descriptive statistics. The main results were the teachers' perception that Continuing Education enables moments of reflection on teaching, stimulating critical thinking and improving teaching practices. Managers, in turn, emphasize the importance of supporting and encouraging teacher participation, ensuring that training is relevant and aligned with institutional objectives, and contributing to educational management. Thus, the training proposals developed at Faccat over the years demonstrate intentionality and seek to add value to the institutional purpose of training competent professionals. Finally, the relevance of this research is highlighted so that other educational institutions can bring their Continuing Education proposals closer to the aims of Educational Management as a development-enhancing strategy. In this way, the institution will be contributing to improving the quality of the education offered and demonstrating its commitment to the professional development of higher education teachers.