Aprendizagem docente em contextos emergentes: professores iniciantes no Centro de Ciências da Saúde

Abstract

This dissertation study is linked to the research line LP2 - Pedagogical Management and Educational Contexts, of the Public Policy and Educational Management Program of the Professional Master's Degree at the Federal University of Santa Maria/RS. The study focuses on understanding the theme of teaching learning in emerging contexts, through the reservation system for vacancies/quotas, new technologies/platforms, and administrative times and spaces of university management, identifying them and their implications. As well as recognizing the challenges that teachers face, and which knowledge is used for the development of their pedagogical work, based on the reality of beginning bachelor teachers in a teaching center in the health area, in a public university in the interior of Rio Great South. The research was based on the theoretical assumptions of Bolzan (2002, 2009, 2016, 2019), Isaia and Bolzan (2008 and 2012), Isaia (2006 and 2009), Cunha (2004, 2007, 2009), Morosini (2006, 2013, 2014, 2016) and Tardif (2011). The study is qualitative, with the sociocultural narrative approach, by Bolzan (2019), based on studies by Vygotstki (2007), Freitas (2002), and Connelly and Clandinin (2011), that consider the constitutive social, historical and cultural mediations of the subjects. Data production took place through narrative interviews based on guide topics, which were carried out with seven professors entering the institution between the years 2017 and 2021. These professors work in the courses of Nursing, Pharmacy, Physiotherapy, Speech Therapy, Medicine, Dentistry, and Occupational Therapy. One teacher per course was limited. With the help of guiding topics, we sought to understand the personal, training and professional trajectories of these subjects, based on their pedagogical work. In order to build the product, a prototype of a reception channel for beginning teachers in the Pedagogical Support Unit of CCS was defined. Thus, from the narratives, the novice teacher category became evident, consisting of two dimensions: university teaching and emerging contexts, and an integrating axis: teacher learning. These elements highlighted in the recurrences represent the systematization of the findings and express how the different types of knowledge are used by beginning teachers. In this way, the emerging needs of beginning teaching were problematized in view of the demands that arose with the expansion of Brazilian universities. Therefore, actions are needed to welcome and support professors, in the quest to overcome the lack of preparation and training to work in university teaching, as well as to contribute to mitigating possible gaps between initial academic training and the required training. In addition to the need to appropriate the teaching culture, in view of institutional dynamics and management.