Trajetórias profissionais na docência do curso de secretariado executivo : narrativas de professores

Abstract

This qualitative research sought to analyze how the professors of the Executive Secretariat Course constitute themselves as teachers in higher education. The aim of this study was to understand how the pedagogical experiences from the life histories contribute to the formation of the Executive Secretariat Course Professor. The inspiration for this research arose from the concerns present in the action context of the author of this work, which is graduated as Executive Secretary and acts as a professor in the area. As the proposal was based on investigating the teaching staff in an area that graduate bachelors, the methodology used was oral history of life, due to the fact that this approach encompasses subjective factors of personal and professional life from every person. Thus, the research is classified as theoretical / literature associated with field survey. The theoretical framework was built based on some specific bibliographies from the area, having as authors base Meihy (2002), Meyhi and Ribeiro (2011), Nóvoa (1995, 2000 and 2010), Pimenta (2002), Tardif (2005), Zabalza (2004), Isaia and Bolzan (2004 and 2009), Sacristan (1995), Imbernon (2011) and Durante (2010, 2012), which subsidize the exploration of concepts such as: the construction of identity in teaching, professionalism, teacher training in the context of higher education and the origin and evolution of the secretarial profession. The field survey was the production of narratives of two teachers from the UPF Executive Secretariat Course, which were analyzed according to their thematic content and with the central category career paths, divided into five dimensions: graduation; meeting with the profession; continuing education; operation and construction of teacher identity. After treatment of the experiences of the surveyed teachers, it is clear that the professional formation of teachers from the UPF Executive Secretariat Course has been performing from their practice through the daily experience of acting in the community and in other spaces they viewed, and entanglements of various events of their life histories, both personal and professional context. It s also possible to conclude that the use of life stories can be configured as an important exercise in the continuing education of Secretariat professors, and may also assist in the development of proposals for ongoing formation, not only for the Secretariat course, but to other areas, and may contribute to the reflection on teacher education policies in education, analyzing the impacts of the expansion of higher education