Aprendizagem profissional da docência e base de conhecimento para o ensino de tutores que atuam no método Problem-Based Learning (PBL)

Abstract

This master's thesis, developed under the Graduate Program in Education of the State University of Feira de Santana - Bahia, presents final results of research that investigated the professional learning processes of teaching, with emphasis on the knowledge base for teaching. teaching by university faculty working the Problem Based Learning (PBL) method. Thus, the general objective of this research is to investigate the professional learning processes of teaching, with emphasis on the knowledge base for teaching, of teachers-tutors involved with the PBL method of the UEFS Computer Engineering program, by conducting a research-formation. In fact, we have chosen the following guiding question for its development: how is the knowledge base explained for the teaching of tutors of the Computer Engineering program at UEFS in the context of the PBL method tutorial sessions, through the process building and analyzing teaching cases? We theoretically support authors who discuss the themes of teacher education (DINIZ-PEREIRA, 2013; MARCELO GARCIA, 2002; IMBERNÓN, 2010; NÓVOA, 2017; PEPPER, 2014; ZEICHNER, 2014), professional teaching learning, base of knowledge for teaching and pedagogical thinking processes (SHULMAN, 2014, 1986; SHULMAN and SHULMAN, 2016; MIZUKAMI, 2004, NONO, 2011) and PBL method (BARROWS, 1996; GIJBEL, 2005; BERBEL, 1998). Regarding the methodological aspects, it is a qualitative research-training, descriptive-analytical type (LÜDKE and ANDRÉ, 1986; JOSSO, 2014; PINEAU, 2014). The empirical data were produced from the analysis and construction of teaching cases, understood as narratives of educational episodes and formative and investigative instruments of teaching professional development processes (MERSETH, 1996; NONO and MIZUKAMI, 2002), besides the application of questionnaires with the participants. The analysis of all produced empirical corpus was performed based on assumptions of the content analysis technique (BARDIN, 1977). The results indicate that the knowledge base of the research participants is amalgamated by professional knowledge of various natures. In this context, we highlight the pedagogical content knowledge, evidenced by the research participants, by using analogies, simulations and, mainly, questioning, in order to favor the acquisition of conceptual domains by students in tutorial sessions. We conclude this dissertation by highlighting the formative potential of teaching cases / case methods in the investigation of the professional development processes of teachers acting in the context of an active learning method. Finally, we point out the need to set up policies for training and professional development, with a view to consolidating their pedagogical professionality.