Formação de professores para atuar no ensino superior, tecnológico e técnico

Abstract

This article presents a qualitative research of the type of case study that was carried out with professionals from several areas of knowledge, graduates who have carried out a continuous formation, a specialization denominated Training of Teachers to act in Higher Education, Technological and Technical. The research problem that guided the research followed the following question: What are the perceptions that graduates of a continuing formation had about the knowledge acquired for the exercise of teaching? The research carried out had the objective of analyzing the graduates perceptions in relation to the knowledge acquired from a specialization for the training of teachers. The research involved 03 specialization classes of the following years: 2015, with 32 students; 2016, with 25 students and 2017, with 15 students, totaling 72 students graduated. The data were collected from a questionnaire with open and closed questions that allowed the analysis of content from the perspective of Bardin (2011) with the help of Atlas Ti software. Data analysis allowed us to identify that pedagogical knowledge is essential to be able to experience teaching in the face of its complexity. Knowledge that allows the teacher to be in the classroom to be able to use different teaching methodologies. (English) [ABSTRACT FROM AUTHOR]