Programa de formação docente: qualificando ações de gestão

Abstract

This study is the result of a research about Higher Education teaching, made in a private institution, located on the mountains region of Rio Grande do Sul, Brazil. It involved courses which qualify business administrators, Human Resources and Managerial Processes managers. The challenge of working with university professors, most of them, liberal professionals, demonstrates the importance of problematization, as well as, a provocation towards critical reflections about educational practices. Thus, Teaching Education Programs need to contemplate teaching necessities and also should provoke reflections, desestabilize positions, leading to a reflexive/collaborative teaching culture. From this assumption, the objective of this research study was to build managerial strategies that aimed to the professional, personal and the group’s development of the team I coordinate, searching for giving students’ learning significance and qualifying my practice as an educational manager. Having this goal, there was a concern with getting to know the group of professors who I work with, identify their qualification necessities to their educative practice improvement, build and implement teaching-learning strategies that problematized myths and truths yet established, also establish theoretical-methodological assumptions which supported cooperative teaching and managerial practices. The investigated approach was predominately qualitative and as data collecting, quizzes, educational formation meetings and dialogic groups composed of professors of the three researched courses have been used. In order to understand the object of study, it was necessary to take teaching education as a backdrop. Also, studies about educational management and competencies were fundamental. The reading of Zeichner and Schön, discussed by Nóvoa (1995), Campos and Pessoa (1998), Geraldi and Messias (1998), besides Freire (1998), Rios (2011), Lück (2006) and Broilo (2015) contributed significantly to the theoretical comprehension of the findings. The results demonstrated that professors, in their professional path, face the complexity of educational practice and build, each one of them, their own way to be a professor in their practical routine. During the teaching education meetings, I came across professionals satisfied with the meetings, as an opportunity for their practice qualification, enthusiastic about having a continuity of those meetings, since they used to try to apply many of the methodologies and reflections experienced in the teaching education program in their lessons. Besides, it was perceived that the professional experience became a source of learning about teaching work, as well as a support to a confrontation of difficulties emerged on daily basis, what enhances the fact that continuing education is considered valuable for participants of this study. It was also possible to identify that institutions need to invest in pedagogical sectors to give support for professors, as well as for the courses’ coordinators, who, many times, take over the duty of keeping up with teaching education program, even though they are not necessarily prepared for that.