Formação continuada de docentes do ensino superior no Brasil: realidades e perspectivas

Abstract

The central theme of this research concerns the recurrent education of higher education teachers and the problematics implicating the abscence or precarity of politics of such training at this level of education. The main objetive of this work is to comprehend how the recurrent education for higher education teachers takes place from a document analysis and a review about selected works on annals from the last three nacional ANPED events. This research was guided by the question: How is the recurrent edcuation of higher education teachers described and how does it take place according to works presented at the 37th, 38th and 39th ANPED national meetings? Authors like Enguita (2004), Pimenta (2011), Cunha (2006) and Almeida (2012), among others, are part of the theoretical framework of the study. The relevance of this study is based around the recognition of higher education as parent to future professors and professionals that occupy different places in society and in the search to understand how the HEI (Higher education institutions) are able to make recurrent education possible in a appropriate way for professionals. It’s relevance also resides on the need to broaden the perspective around the structuring of recurrent education and it’s repercussion on teaching activity. The dissertation is organized as follows: in the first chapter the concept of recurrent education and the difference between titulation and professional development are discussed; in the second chapter, continuing teacher education is addressed from the perspective of national and international normative documents, as well as part of the educational legislation; then, in the third chapter, the perspective of development found in the selected works of the 37th, 38th and 39th national meetings of the ANPED is presented. As a resust of this study, the following indicators are found: researches upon the recurrent education on higher education levels still need further study; there is a lack of well-structered policies that can extend the pedagogical preparation of the professionals acting in higher education; there is a certain consensus in the analysed studies that the legislative omission obscures the recurring education methods and transfers the responsability to the scope of the HEI’s; and there is not yet; on the part of the institutions, any paramether established for the training, because the common goal that can be translated into becoming a better teacher takes diferente forms in face of the multiplicity of HEI’s and teaching profiles existing.