A (trans)formação do engenheiro-professor : o aprendizado da docência no ensino superior

Abstract

The present work deals with the transition process from engineer to teacher in higher education, specifically in civil engineering courses. The problem of this research emerges from the training context of the engineer in the baccalaureate course, or even in postgraduate courses that do not aim at the training of teachers, which motivates us to investigate how the engineers face the challenges of teaching. We intend, with this research, to understand the professional path of the engineers who become teachers and to investigate what are their conceptions of education and the pedagogical knowledge that they construct in this process. For the development of the qualitative approach research, we chose semi-structured interviews with three engineer-teachers who teach in Civil Engineering courses, in different institutions of the Baixada Santista, which has a total of seven institutions that offer this course. The choice of interviews with a licensee, a master and a doctor is based on the assumption that, depending on their academic background, they may have systematized the pedagogical skills and knowledge they consider relevant to teaching, and can contribute more effectively to purposes of this research. Initially, a bibliographic review was done on the articles and papers published in the theses and dissertations database of CAPES, in the Journal of Education in Engineering and journals of the SciELO electronic bookstore, as well as in the annals of the previous editions of the Brazilian Conference on Engineering Education - COBENGE , concluding this phase with a research on the CAPES website, in the curricular areas of the master's degree courses in civil engineering, in order to identify pedagogical disciplines offered in them. In the next step, we organize data that we consider relevant to the history of the engineering courses, based on the studies carried out by Bazzo and Pereira and Valente, and discuss the current curricular guidelines. The analyzes of the manifestations of the teachers-coordinators interviewed were carried out with the theoretical contribution of renowned researchers in the area of Education, among them, Pimenta and Anastasiou, Almeida, Nóvoa, García, Sacristán, Masetto and Gaeta, and Franco. The qualitative research data collection method used semi-structured interviews, based on the studies of Ludke and André and Szymanski and analyzed the content of the interviews based on the studies of Badin and Franco, concluding with the importance of the institutions to improve the continuous formation for an improvement the professional development of the engineer-teacher in the teaching of civil engineering.