SABERES DOS PROFESSORES BACHARÉIS E DOCÊNCIA NA EDUCAÇÃO SUPERIOR

Abstract

Grounded on socio-historical psychology, this paper shows an excerpt from a doctoral research developed with bachelor economist professors from two private higher education institutions in the countryside of the state of São Paulo. We made an investigation with a view to apprehending the meanings and subjectivities present in the discourse of the bachelor professors regarding the types of mobilized teaching knowledge and their sources of acquisition, from the construction and analysis of the meaning nuclei proposed by Aguiar and Ozella (2013). The relevance of this research lies in the possibility of contributing to the improvement of higher education teachers training, specifically for those who do not have a specific pedagogical training for the teaching profession.The results indicate an overdimensioning of the knowledge related to the specific contents of the economic theory, which seems to reveal a difficulty in understanding that the teaching activity has a specificity translated by the pedagogical knowledge.We observed that the pedagogical component begins to be noticed as important by the teacher, and on the other hand, the training offered by graduate programs is still optional and somewhat superficial, which would evidence the importance of the institutional role in valuing such training or offering continuing education specifically aimed at this purpose. The pedagogical knowledge would then be constructed from the institutional reality experienced by the teachers in their practice.