Use este identificador para citar ou linkar para este item: http://repositorio.ufla.br/jspui/handle/1/10557
Título: Formação docente e profissionalização sob a ótica de pós-graduandos stricto sensu em administração de duas universidades federais
Título(s) alternativo(s): Teacher formation and professionalization from the perspective of post-graduates stricto sensu in management of two federal universities
Autores: Lourenço, Cléria Donizete da Silva
Mafra, Flávia Luciana Naves
Pena, Roberto Patrus Mundim
Tonelli, Dany Flávio
Palavras-chave: Profissionalização docente
Docência
Ensino Superior
Administração
Professor professionalization
Teaching
Professor
College education
Administration
Data do documento: 27-Out-2015
Editor: Universidade Federal de Lavras
Citação: NARCISO, E. R. P. Formação docente e profissionalização sob a ótica de pós-graduandos stricto sensu em administração de duas universidades federais. 2015. 141 p. Dissertação (Mestrado em Administração)-Universidade Federal de Lavras, Lavras, 2015.
Resumo: Brazilian college education has undergone changes in its system over the past years. Specifically as regards the degree course in Business administration, this is touted as the suffered further expansion in the number of institutions that offer and the number of students enrolled. In this scenario, the role of the teacher who works in higher education should not be overlooked. Thus, the search rescues important aspects of teaching incorporating the national literature, theories of education on teacher professionalization, which is based on the constitution of reflective knowledge about the practice of teaching. In this sense, the work seeks to identify aspects of professionalization in the initial training phase, understood as the graduate in business administration, and answer the following question: What is the understanding of graduate students on professional for teaching in higher education? Through literature review and analys is of the current Brazilian legislation, it was clear that the pedagogical training of teachers for higher education is a subject rarely addressed in Brazilian public policies. The theme still suffers from reflections directly involving college education and prospects for appreciation of activity and continuing teacher education. Through the use of focus group technique, it was possible to identify training actions promoted by graduate programs in administration and know about the training experience of graduate students. Thus, issues such as training environment, training process, experience and expertise in graduate school were addressed.
URI: http://repositorio.ufla.br/jspui/handle/1/10557
Aparece nas coleções:Administração - Mestrado (Dissertação)



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