FORMAÇÃO PEDAGÓGICA DE DOCENTES COMO FERRAMENTA DE GESTÃO UNIVERSITÁRIA: O CASO DA UNIVERSIDADE DE CAXIAS DO SUL

The constant and dynamic challenges that emerge in the context of a globalized world impose on the university the need for permanent improvement and qualification. In the teaching qualification is essential a clear and flexible curriculum policy and teachers pedagogical training. This study aimed to...

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Autor principal:	Nilva Lúcia Rech Stedile
Formato:	article
Lenguaje:	ES PT
Publicado:	Universidade Federal de Santa Catarina 2012
Materias:	pedagogical training teacher training curriculum policy Education (General) L7-991 Special aspects of education LC8-6691
Acceso en línea:	https://doaj.org/article/8cc087038a4d444a866917abaced696d
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spelling	oai:doaj.org-article:8cc087038a4d444a866917abaced696d2021-11-11T15:49:45ZFORMAÇÃO PEDAGÓGICA DE DOCENTES COMO FERRAMENTA DE GESTÃO UNIVERSITÁRIA: O CASO DA UNIVERSIDADE DE CAXIAS DO SUL1983-4535https://doaj.org/article/8cc087038a4d444a866917abaced696d2012-01-01T00:00:00Zhttp://www.redalyc.org/articulo.oa?id=319327514008https://doaj.org/toc/1983-4535The constant and dynamic challenges that emerge in the context of a globalized world impose on the university the need for permanent improvement and qualification. In the teaching qualification is essential a clear and flexible curriculum policy and teachers pedagogical training. This study aimed to develop and evaluate teachers training process of to work with common learning units in college courses and to identify the relationship between the implementation of curricula and teaching skills necessary to do so. The method of work was the collective development of learning units (subjects) common to the various college courses and monitoring the operational process of the same. The pedagogical model of training was based on the interaction (interactional), whereby each individual is responsible for (re) signification of concepts, socialization and questioning them. This model proved to be productive, allowed the construction of consistent projects with each subject function and consisted of an opportunity to develop the teaching profession. The process has reinforced the assumption that the successful deployment of a common curriculum and a course project directly depends on (among others) of technical, scientific and pedagogical training of teachers.Nilva Lúcia Rech StedileUniversidade Federal de Santa Catarinaarticlepedagogical trainingteacher trainingcurriculum policyEducation (General)L7-991Special aspects of educationLC8-6691ESPTRevista Gestão Universitária na América Latina , Vol 5, Iss 1, Pp 120-144 (2012)
institution	DOAJ
collection	DOAJ
language	ES PT
topic	pedagogical training teacher training curriculum policy Education (General) L7-991 Special aspects of education LC8-6691
spellingShingle	pedagogical training teacher training curriculum policy Education (General) L7-991 Special aspects of education LC8-6691 Nilva Lúcia Rech Stedile FORMAÇÃO PEDAGÓGICA DE DOCENTES COMO FERRAMENTA DE GESTÃO UNIVERSITÁRIA: O CASO DA UNIVERSIDADE DE CAXIAS DO SUL
description	The constant and dynamic challenges that emerge in the context of a globalized world impose on the university the need for permanent improvement and qualification. In the teaching qualification is essential a clear and flexible curriculum policy and teachers pedagogical training. This study aimed to develop and evaluate teachers training process of to work with common learning units in college courses and to identify the relationship between the implementation of curricula and teaching skills necessary to do so. The method of work was the collective development of learning units (subjects) common to the various college courses and monitoring the operational process of the same. The pedagogical model of training was based on the interaction (interactional), whereby each individual is responsible for (re) signification of concepts, socialization and questioning them. This model proved to be productive, allowed the construction of consistent projects with each subject function and consisted of an opportunity to develop the teaching profession. The process has reinforced the assumption that the successful deployment of a common curriculum and a course project directly depends on (among others) of technical, scientific and pedagogical training of teachers.
format	article
author	Nilva Lúcia Rech Stedile
author_facet	Nilva Lúcia Rech Stedile
author_sort	Nilva Lúcia Rech Stedile
title	FORMAÇÃO PEDAGÓGICA DE DOCENTES COMO FERRAMENTA DE GESTÃO UNIVERSITÁRIA: O CASO DA UNIVERSIDADE DE CAXIAS DO SUL
title_short	FORMAÇÃO PEDAGÓGICA DE DOCENTES COMO FERRAMENTA DE GESTÃO UNIVERSITÁRIA: O CASO DA UNIVERSIDADE DE CAXIAS DO SUL
title_full	FORMAÇÃO PEDAGÓGICA DE DOCENTES COMO FERRAMENTA DE GESTÃO UNIVERSITÁRIA: O CASO DA UNIVERSIDADE DE CAXIAS DO SUL
title_fullStr	FORMAÇÃO PEDAGÓGICA DE DOCENTES COMO FERRAMENTA DE GESTÃO UNIVERSITÁRIA: O CASO DA UNIVERSIDADE DE CAXIAS DO SUL
title_full_unstemmed	FORMAÇÃO PEDAGÓGICA DE DOCENTES COMO FERRAMENTA DE GESTÃO UNIVERSITÁRIA: O CASO DA UNIVERSIDADE DE CAXIAS DO SUL
title_sort	formação pedagógica de docentes como ferramenta de gestão universitária: o caso da universidade de caxias do sul
publisher	Universidade Federal de Santa Catarina
publishDate	2012
url	https://doaj.org/article/8cc087038a4d444a866917abaced696d
work_keys_str_mv	AT nilvaluciarechstedile formacaopedagogicadedocentescomoferramentadegestaouniversitariaocasodauniversidadedecaxiasdosul
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FORMAÇÃO PEDAGÓGICA DE DOCENTES COMO FERRAMENTA DE GESTÃO UNIVERSITÁRIA: O CASO DA UNIVERSIDADE DE CAXIAS DO SUL

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