Docência na educação superior e a ação pedagógica resultante da formação continuada de professores recém-ingressos na UFAL

Abstract

Studies teaching and continuing education in higher education in the light of theoretical and methodological assumptions and legal based on Saviani contributions (2007; 2011), Ramos (2010), Masetto (2012), Veiga (2010), pepper and Almeida (2011), Pimenta and Anastasiou (2010), and Law n. 9.394/96 Guidelines and Bases of National Education (LDBEN), respectively, in order to investigate the contribution of continuing education to pedagogical action of freshmen teachers at the Federal University of Alagoas (UFAL). In accordance with the provisions of LDBEN, which transfers the responsibility for the continuing education of university professors at higher education institutions (HEIs), analyzes the experience of UFAL with the institutionalization of the Continuing Education Program in Teaching Higher Education (PROFORD). The main question of the study is to identify how the continuing education of freshmen teachers in UFAL in the context of the course Classroom: pedagogical mediation space and hypertextual approach (EMPAH), the PROFORD impacted the educational action of teachers, post-formation. A qualitative approach, outlined by the case study, the pedagogical action is investigated thirteen (13) graduates teachers EMPAH, by collecting data from three instruments: participant observation in the virtual environment of teaching and learning (AVEA) course EMPAH, questionnaire, which sought to identify the opinions of teachers about the effectiveness of their training processes, especially the EMPAH course, and analysis of the educational plan of thirteen (13) teachers participating in the research, in order to verify as evidence of the knowing/doing (re) constructed by the teachers during the EMPAH were pedagogically applied in teaching activities, post-training. The produced data show major contributions in both conceptions of teachers, by establishing the growing reconfiguration of the pedagogical discourse on teaching in higher education, and in teaching practice these, the research results indicating the syllabus integrated methodological procedures to digital technologies information and communication (TDIC), whose details recorded in this study.