A investigação-ação na formação continuada de docentes universitários : caracterização, pressupostos e perspectivas

Abstract

This research was motivated by a number of concerns arising from the changes taking place in higher education in recent decades, such as the expansion of the number of higher education institutions, democratized access and expansion of jobs , the expansion of demand for teachers and the emergence the phenomenon of " improvisation teacher ," the search for renewal and innovation of teaching methods, the urgency of rebuilding the perception of the role of the teacher in front of this new scenario and the need to propose projects for continuing education of teachers able to realize the immense challenges of the current educational setting . Given this , this thesis seeks to realize the following objectives: understanding the context of higher education in the setting of complex societies, as well as understand the issues, challenges and opportunities for the continuing education of teachers; analyze models of continuing education for teachers of higher education in all educational policies, identifying the characteristics, assumptions, potentials and limits of research-action project as continuing education for higher education; indicate possibilities of continuing education for teachers of higher education from the action research methodology to address the phenomenon of improvisation teacher. The methodology used to account for the proposed objectives is in three stages: at first, there was a critical analysis of the authors dealing with the issue of expansion of higher education, then proceeded to an analysis criticalreconstructive movement of action research, and finally proceeded to the systematization of the limits and possibilities of continuing education for university lecturers, with action research as a theoretical and methodological. Through this research process, criticalreconstructive character, anchored on authors like Stenhouse, Elliott, McKernan, Pérez-Gómez, Zabalza, Zeichner among others, could indicate the action research as a productive theoretical framework to advance studies and research in the context of educational policies. It appears that research - action configures itself as a "horizon" promising to provide continued education programs for university teachers, as well as to design new methods of teaching and learning that can meet the challenges and demands arising from the phenomenon of "teaching improvisation", thereby contributing to the improvement of higher education in Brazil