Desenvolvimento profissional do docente do ensino superior a partir de um olhar crítico-reflexivo sobre sua prática

Abstract

The thesis study in focus originates from my work as a pedagogue and teacher trainer who works in higher education, at a federal public university in the State of Pernambuco. The motivation for building this study emerges from the context of our work, when we listen to teachers' reports about their experiences and teaching trajectories, and how they came to teach and began their work as teachers, building a path of many learning experiences from their experiences in the classroom. As we had access to these reports, we realized the opportunity to learn more about these professionals and their educational trajectories and understand how these trajectories influence the way in which their teaching develops. Given this concern and curiosity, our thesis is that, when looking at their own practice in a reflective way, teachers perceive themselves and their professional trajectory as part of their development and learning process for teaching. Thus, as a general objective, we seek to understand, based on the narratives of their training trajectories, how these teachers develop their learning for teaching based on reflections about themselves and their practice. As specific objectives, we seek to: a) identify how teachers who work in the Degree in Biological Sciences and Degree in Chemistry courses at UFRPE discovered themselves as teachers; b) analyze how teachers, who have master's and doctorate degrees in the specific area of knowledge, relate their training trajectory with teaching in higher education and identify how they perceive themselves and their professional development based on reflection on their practices pedagogical. As a methodological path, we used narrative interviews as a resource for listening to six teachers and Discursive Textual Analysis (DTA) as a strategy for analyzing and interpreting data. These data were initially organized into four categories: Teaching trajectory, Learning and teaching experience, Reflexivity, Teaching practice and Teacher training. For each theoretical category, we linked an empirical category and, to each of these, subcategories. As a result, we identified that teachers who chose to teach from the beginning of their training find it easier to articulate specific content within the scope of applied research with their practices in the classroom.