DESENVOLVIMENTO PROFISSIONAL NA DOCÊNCIA UNIVERSITÁRIA: tecendo caminhos e aproximações na formação continuada na Universidade Estadual do Oeste do Paraná

Abstract

The research aims to understand how Teaching Professional Development (DPD) is part of the continued training of university teachers at the State University of Western Paraná (UNIOESTE), taking as a parameter the institutional work carried out at three Universities:Londrina State University, Ponta Grossa State University and CentralWest State University. This is a descriptive-analytical research, based on the principles of qualitative research that mixes quantitative and qualitative data. Documentary research was used, based on documents relevant to continuing education in the context of university teaching. Semi-structured interviews were carried out with the interlocutors: Pedagogical advisors; Dean of Undergraduate Studies; Pedagogical Director and Coordinators of Teacher Training Programs. In analyzing the interviews, the Discursive Textual Analysis methodology was used, supported by the IRAMUTEQ software. The textual corpus was composed of 55 texts, referring to the 11 interviews, with five questions each, from which 699 text segments were obtained, 629 of which were used (89.99%), which have similar vocabulary to each other, and with greater density (score) in each intermediate category generated. Six intermediate categories were formed, which resulted in three final metatexts: A - University teacher training: articulation between institutional continuing education actions and teacher training needs; B - Perspectives and challenges: from ongoing training needs to Teaching Professional Development in Higher Education; C - Teacher training programs in Higher Education: integration between teaching, research and extension. Based on the theoretical framework, based on studies of University Pedagogy, especially by Cunha, Marcelo, Masetto, Nóvoa. It can be inferred that the institutional documents and interviews analyzed indicate an approximation between the institutional discourse and that of its interlocutors in different ways. UNIOESTE presents a predominant model of centralization and control of the actions of the Dean of Undergraduate Studies, through pedagogical advice, with training actions in a fragmented and episodic manner. Among the needs, initial and continuing training actions for university teachers stand out, mainly due to the challenges arising from emerging contexts. The institutionalization of the teacher training program under construction at UNIOESTE must offer support, infrastructure and opportunities for continuous learning. Furthermore, it must be aligned and contextualized with DPD, in order to meet teaching needs at different stages of their professional career. In this way, this thesis expands the understanding of teacher training in Higher Education; proposes ways to build more effective teacher training programs and contributes to the valorization of teaching in the teaching career.