Teaching in graduation and teachers not researchers: investigative attitudes in the higher education

Authors

  • Lígia Cardoso Carlos UFPel
  • Vânia Alves Martins Chaigar FURG

Keywords:

higher education, university pedagogy, teacher formation

Abstract

The text approaches aspects of an investigation that falls in the scope of studies of university pedagogy and focuses on the quality of teaching at the graduation. It starts in the current context in which the formation and enhancement of university teacher are focused on research skills, and in that it sees the teachers that do not realize it in the formal academic model. In the data search, we have prepared a sample of teachers from public and private institutions, and we have approached the most common practices that characterize their teaching logics. These teachers reveal themselves constantly engaged in reflection exercises about the curriculum, professional practice and social issues in which their actions are involved and make their professional practice environments for the pursuit of investigative attitudes, experienced as a methodological principle in teaching. Their teaching can be understood as a locus of professional development and production of knowledge.

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Author Biography

Lígia Cardoso Carlos, UFPel

Nadja Mara Amilibia Hermann Bolsista de Produtividade em Pesquisa do CNPq - Nível 1C Possui graduação em Filosofia pela Universidade Federal de Santa Maria (1973), mestrado em Educação pela Pontifícia Universidade Católica do Rio Grande do Sul (1982) e doutorado em Educação pela Universidade Federal do Rio Grande do Sul (1995), com doutorado sanduíche na Universidade de Heidelberg. Foi professora titular de Filosofia da Educação da Universidade Federal do Rio Grande do Sul de 1997 a 2005. Coordenou o Comitê de Educação e Psicologia da Fundação de Amparo à Pesquisa do Estado do Rio Grande do Sul no período de 2002 a 2006. Realizou estágios de pesquisa na Universidade de Heidelberg/Erziehungswissensschatliches Seminar nos anos de 1998, 1999 e 2005. Atualmente é professora adjunta da Pontifícia Universidade Católica do Rio Grande do Sul. Tem experiência na área de Educação, com ênfase em Filosofia da Educação, atuando principalmente nos seguintes temas: filosofia da educacao, racionalidade, hermenâutica, Habermas, Gadamer, ética, ética e estética. (Texto informado pelo autor)

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How to Cite

Carlos, L. C., & Chaigar, V. A. M. (2012). Teaching in graduation and teachers not researchers: investigative attitudes in the higher education. Educação, 35(2). Retrieved from https://revistaseletronicas.pucrs.br/index.php/faced/article/view/11632

Issue

Vol. 35 No. 2 (2012)

Section

Other Topics

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