Ações formativas (institucionais) para a docência no ensino superior nas universidades públicas federais brasileiras

Abstract

The present doctoral thesis, developed with the Graduate Program in Education (PPGE), of the Federal University of Juiz de Fora (UFJF), investigated: How the institutions of higher education, specifically the Brazilian federal public universities, are developing institutional actions aimed at the training of teachers, and how the digital culture is integrated to these formative processes? The objective of this doctoral research was to map, in Brazil and in federal public universities, the institutional programs focused on teacher training, in order to understand the formative processes and how they are integrated in such actions the Technologies of Information and Communication, within the pedagogical field. The theoretical basis is based on Masetto (2015), Zabalza (2004), Nóvoa (2016), Pimenta and Anastasiou (2010), among others. The methodological option found in phenomenology the epistemological approach to the treatment of data and the comprehension of the meanings produced by the institutions of higher education. The field research was developed in three phases: a) questionnaire application, in 2016, in order to map the institutions of higher education that performed training courses for professors, with a return of 70%; b) Interviews in six institutions of higher education of a sample of ten selected, in order to deepen, among other aspects, the way actions occur, the existence or not of actions involving digital training; c) Interviews with three institutions of higher education of the ten who had participated in a pilot project, in 2014, to identify the actions that remained and the alterations, after four years. It was perceived that the formative processes for the teaching in higher education are growing, even if they weigh situations of extinction of the sector in charge of this in the institutions of higher education and/or incorporation of activities by another sector. This is a fertile field for investment in formative actions and research, considering that there are few publications on the subject, comparing with the formation of the teacher of basic education. The results signaled advances in the formative offerings proposed by the institutions, among which higher number of courses offered to teachers, not restricted to lectures, varied options of pedagogical actions. It was also noted that there is an emphasis on the instrumental perspective regarding the uses of Technologies of Information and Communication, with integration of technological resources in the courses, to the detriment of a culturalist perspective. There are good possibilities of incorporating digital culture, according to the subjects' reports, however, it is still necessary to establish an institutional culture that recognizes and values the pedagogical practice of university professors. One possible way to overcome this impasse is to invest in research in formation.