Banca de DEFESA: Maria Eneida da Silva

Uma banca de DEFESA de DOUTORADO foi cadastrada pelo programa.
STUDENT : Maria Eneida da Silva
DATE: 14/10/2022
TIME: 14:00
LOCAL: Sala de Atos FE1
TITLE:

The professional life cycle of Pedagogy teachers at the Universidade Estadual de Goiás.

KEY WORDS:

Teaching professional life cycle. Teaching in Higher Education. Pedagogy Course. Universidade Estadual de Goiás.

PAGES: 332
BIG AREA: Ciências Humanas
AREA: Educação
SUMMARY:

This investigation is linked to the Research Line Teaching Profession, Curriculum and Assessment - PDCA and is an integral part of an institutional research of the Grupo de Estudos e Pesquisa sobre Formação e Atuação de Professores/Pedagogos – GEPFAPe. As a development of this research, we investigated the professional life cycle of Pedagogy professors at the Universidade Estadual de Goiás, based on the studies of Huberman (2000) and other authors who discuss the professional life cycle of professors such as Marcelo Garcia (1999), Gonçalves (2000), Isaia and Bolzan (2008), Cavaco (1995), among others that systematize teachers' teaching years into phases, stages or years experienced during their professional career. Thus, we start from the following guiding question: which elements and marks constitute the professional life cycle of professors of Pedagogy courses at the Universidade Estadual de Goiás considering their career experiences; time, and working conditions?; and specific questions: which studies on the teaching professional life cycle approach Higher Education in Brazil and where are they advancing?; how the experiences of the professional life of the teachers of Pedagogy at UEG helped them to be a professor at the university?; How do UEG Pedagogy teachers experience the professional, institutional and personal dimensions of teaching work? After raising these questions and seeking to answer them, the general objective is understanding the elements and marks that constitute the professional life cycle of professors of Pedagogy courses at the Universidade Estadual de Goiás was listed, considering their career experiences; time, and working conditions; and the specific objectives: 1) to know the state of knowledge of research on the teaching professional life cycle in Higher Education in Brazil and understand its advances; 2) to analyze the professional life experiences of Pedagogy professors at UEG and the constitution of being a professor at the university; and 3) understand, from the teachers' perspective, the relationship between the professional, institutional and personal dimensions for teaching work at UEG. In order to achieve the research objectives, the method that guides the investigation is Historical-dialectical Materialism with a qualitative approach, documental study, application of a mixed questionnaire and semi-structured interview. The empirical research was initially carried out with the sending of questionnaires, through Google Forms, to the 117 effective teachers who teach in Pedagogy courses and are located in campuses/university units spread across the state of Goiás. We received responses from 53 professors, however only 52 responses were validated because one of them was from a professor on a temporary contract basis. From the analysis of these questionnaires, categories were raised that helped to delimit the subjects who, due to the Covid-19 pandemic, were interviewed using the Meet platform. For that, 12 professors were selected, according to their availability for the interview indicated in the questionnaire, who had the following career time at UEG: 1 to 5 years; 5 to 10 years; 10 to 15 years; 15 to 20 years; 20 to 25 years; and over 25 years. As a result, there were at least two professors for each interval, but only 8 were willing to be interviewed. The analyzes showed us that teachers are committed to a social and transformative formation and that they pose such questions as fundamental elements of teaching. They do not show, both in the questionnaires and in the narrative interviews, stages of a career, but they present a life, a cycle in which they dedicate themselves in a personal effort and in the opportunities to carry out the training of other subjects. The thesis reaffirms elements of a professional life cycle that is related to teaching work, to the objective and subjective conditions of this work, to professionalism, to initial and continuing education, and to the constitution of being a professor at the Universidade Estadual de Goiás. This is because in basing university teaching in the inseparable work between teaching, research and extension - these as pillars of the construction of scientific, technical, ethical and human knowledge, the professor is built as a university professor with specificities related to teaching in higher education, passing through three fundamental axes: work teacher, the experience in the career and the marks of otherness, and, in this way, it consolidates the professional life cycle that has common elements in the teaching category and particular elements in the subjectivity of each teacher.

BANKING MEMBERS:
Externa à Instituição - ANDREA KOCHHANN MACHADO - UEG
Presidente - 1691630 - KATIA AUGUSTA CURADO PINHEIRO CORDEIRO DA SILVA
Externo à Instituição - RENATO BARROS DE ALMEIDA - UEG
Interna - 1491659 - SHIRLEIDE PEREIRA DA SILVA CRUZ
Externo à Instituição - TALAMIRA TAITA RODRIGUES BRITO - UESB