A formação para a docência no ensino superior: espaços de compartilhamento de experiências entre professores e pós-graduandos na Pós-Graduação em Química da UFJF

Abstract

The postgraduate programs in Brazil, based upon the North American and German model, is the main locus of the development of scientific research in the country and, consequently, focuses on the training of researchers. However, the legislation points out that postgraduate programs are also responsible for the training of teachers for teaching in Higher Education. Currently, there are some training activities in postgraduate programs focused on teaching, such as some courses, teaching internship, and tutoring. Teacher training involves the construction of skills, competences and knowledge, built at different times and spaces throughout the academic and professional trajectory of the teacher. Among these knowledges, the knowledge of experience stands out, constructed in a tacit way, usually mobilized by teachers uncritically, without a perspective of reflection that places them on theoretically grounded views. This research aimed to investigate the teacher training process of post-graduate students in Chemistry at the Universidade Federal de Juiz de Fora, between 2016 and 2019 and the involvement of some teachers in training moments for teaching in Higher Education. This research, of qualitative nature, had the data constructed through questionnaires, interviews, focus group and participant observation throughout the Docência em Química no Ensino Superior course, analyzed in the light of Content Analysis. 39 post-graduate students from the Programa de Pós-Graduação em Química and six permanent professors from the Chemistry department participated. The results infer that the experiences lived during the teaching stage are the main contributions to teacher training. However, the reflection on teaching practice in these activities is still timid, since the knowledge of experience, so ingrained in the school trajectory of graduate students, is not problematized or reconstructed with or by these students. On the other hand, the training moments organized by a postgraduate discipline point to an expansion of the horizons of teacher education for graduate students, based on a theoretical foundation that supports a process of reflection on professional experience and teaching practice. The opportunities to share experiences and the reflective moments provided during the Docência em Química no Ensino Superior class enabled teachers and graduate students to build and rebuild knowledge about teaching. Participating teachers value skills and characteristics that surpass the view that to teach content is sufficient, indicating a concern not only with teaching, but also with students' learning. It is concluded that the teaching internship, the tutoring, the discipline and other moments and spaces for sharing experiences throughout the postgraduate course have an important contribution in the teacher education of these students, with the potential to develop critical reflection and continued postgraduate education. graduate students and higher education teachers. It is hoped that this study can contribute to the promotion of internal institutional policies aimed at teacher education in graduate school