Resumo

SOUZA, KARINA SILVA MOLON DE et al. Learning to be a professor in the beginning of the career. Rev. Comunic [online]. 2016, vol.23, n.1, pp.41-63. ISSN 2238-121X.  https://doi.org/10.15600/2238-121X/comunicacoes.v23n1p41-63.

Higher education professors face great challenges regarding training to perform such professional activity. The absence of a specific pedagogical training intended for this teaching level has induced us to reflect about learning to be a professor as a process in construction throughout the career, which includes constructive movements and positive ambience. This discussion involves an experience report of three observations of classes carried out in a Higher Education Community Institution in Santa Maria-RS. The aims of the study were: to comprehend the pathways involved in the training trajectories and to analyze the professional, personal and institutional aspects employed in the professional development, focused on learning to teach. The research instruments were interviews and the descriptive memorial, considering the narrative investigative approach and the discursive textual perspective as foundation for analysis of the narratives of the professors. We understand that the activity of narrating the training trajectories may produce, as regards the professor, a reflexive activity, imperative to the constitution of being-a-professor, considering knowledge emerges from experience, integrating epistemology of the practice. Therefore, the remembrance of the training trajectory enables the emergence of the constructive movement of this new identity, “being-a-university-professor”, considering the transition of education professionals towards professors in training process and construction of professional autonomy.

Palavras-chave : TEACHER’S LEARNING; BEGINNING OF THE CAREER; TRAINING TRAJECTORIES.

        · resumo em Português | Espanhol     · texto em Português     · Português ( pdf )