Higher education

implications of professors’ academic training in discourses on teaching and learning

Authors

DOI:

https://doi.org/10.35699/2237-5864.2021.24448

Keywords:

Academic education, Professionalization of teaching, Teaching performance

Abstract

This article presents results of a research whose aim was to study how the speeches of professors who work in Information Systems courses are configured about the teaching and learning processes and their possible articulations with their formative trajectories. In order to do so, we developed a qualitative research, through which the empirical corpus was constructed from the statements of 23 (twenty-three) professors from three higher education institutions, in Rio Branco/Acre. The systematization and analysis of the empirical material depict, in terms of perceptions of teaching and learning and their possible articulations, that the teaching speeches focus on the figure of the student, as being the subject who learns, and on the object of knowledge, the content that must be taught, which may, in our view, be the result of the training processes to which they have been submitted.

Author Biographies

  • Breno Cavalcante do Nascimento, Universidade Federal do Acre (Ufac), Rio Branco, Acre, Brasil.

    Master in Education at Federal University of Acre, specialist in Technologies of Information, in Teaching for Professional Education and in Computers Networks. Bachelor in Information Systems. Acts in higher education since 2014 at UNIMETA and develops researches in the field of Technologies of Information and Communication in Education, active methodologies and professors’ training in higher education.

  • Francisco Sidomar Oliveira da Silva, Universidade Federal do Acre (Ufac), Rio Branco, Acre, Brasil.

    He has a degree in Biological Science from Federal University of Acre (Ufac), specialization in Communication and Information Technology and a master’s degree in Science and Maths Teaching by Ufac. He is a Doctoral student in Education for Science at State University of São Paulo, Júlio Mesquita Filho, campus of Bauru, São Paulo.

  • Aline Andréia Nicolli, Universidade Federal do Acre (Ufac), Rio Branco, Acre, Brasil.

    Associate professor at the Education, Literature and Arts Center, at the Federal University of Acre (Ufac). She is a permanent professor at the Graduate Program in Science and Mathematics Teaching. He has a post-doctorate in Science and Technology Education from the Federal University of Santa Catarina (UFSC). She holds a PhD in Education from the Federal University of Minas Gerais (UFMG).

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Published

2021-02-07

Issue

Vol. 11 (2021)

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Article

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Copyright (c) 2021 Breno Cavalcante do Nascimento, Francisco Sidomar Oliveira da Silva, Aline Andréia Nicolli

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How to Cite

Higher education: implications of professors’ academic training in discourses on teaching and learning. Revista Docência do Ensino Superior, Belo Horizonte, v. 11, p. 1–17, 2021. DOI: 10.35699/2237-5864.2021.24448. Disponível em: https://periodicos.ufmg.br/index.php/rdes/article/view/24448. Acesso em: 19 dec. 2024.