A disciplina Docência do Ensino Ssuperior: impactos na prática pedagógica do professor universitário na UFRRJ

Abstract

Our research problem is to identify the possible contributions of the Teaching of Higher Education discipline (IE-1333), offered by the Education Institute of the Federal Rural University of Rio de Janeiro (UFRRJ), for the pedagogical training of teachers in Higher Education. It is noteworthy that this is the only discipline that offers pedagogical training for teaching practice in the scope of postgraduate courses at UFRRJ. The research subjects are the professors who work in the discipline and the graduates. This issue of teaching in Higher Education has been discussed by several authors, such as ALMEIDA (2012), CUNHA (2006), FREIRE (1967; 1983; 1986; 1987; 1996; 2001), MASETTO (2015), NÓVOA (1991), PERRENOUD (2002,) PIMENTA AND ANASTASIOU (2014), SOARES (2002), VASCONCELOS (2008), SEVERINO (2007), TARDIFF (2000), and SCHÖN (1983),among others, which raise questions such as: Who trains or how are Higher Education teachers trained? What is it to be a university professor? What practices and training are necessary for this teaching career? We established two general objectives, namely: to understand how the learning process of university teaching takes place; identify the factors present in the Teaching of Higher Education discipline, capable of contributing to the professional training of Higher Education teachers. The research was implemented through narrative interview, online questionnaire and documental analysis, in sources that portray the history of Higher Education Teaching, in the country and in our reality, at UFRRJ. We observe that the discipline has contributed to the development of learning for graduate students who wish to go deeper into issues related to university teaching. The research results showed that the Teaching of Higher Education discipline constitutes a relevant instrument for the formation of a teaching identity, and for the formation of higher education teachers to act, in a critical and reflexive way, in research, teaching and extension.