Os desafios do engenheiro-professor: prática profissional x prática pedagógica

Abstract

Education is a universal social phenomenon and its contents and objectives are determined by factors such as society, politics and the prevailing ideology. In this process, teachers are fundamental in the formation of generations, as well as in the development of the patterns of society that one wishes to establish. As the intellectual and pedagogical action used by educators interferes in the learning process of the students, the teacher feels the need to master several knowledge related to his professional pedagogical practice. However, many times these teachers have not received appropriate teacher training for such professional practice, as is the case with many teachers engineers. In this sense, in order to contribute with these professionals of education, this research aims to identify the knowledge and pedagogical practices used by teachers engineers in their professional practice, throughout their teaching life. The locus of investigation occurs in a University Center that has engineers practicing the teaching profession. The methodology used is bibliographic research, applied, with a qualitative and interpretative approach, exploratory and survey. Data collection took place through semi-structured interviews with 13 professors with engineering backgrounds and who work in undergraduate engineering courses at the University Center of the City of União da Vitória (UNIUV). The theoretical framework follows the studies of Tardif (2014) and Pimenta (1999). The research results in data and analysis of the research as well as a professional profile of the teachers participating in the study, and it is possible to identify that not all the knowledge that makes up a teaching professional can be acquired only by their experience and experience.