Docência do Ensino Superior: histórias de formação de professoras do Instituto de Educação, Agricultura e Ambiente / UFAM, de Humaitá/AM

Abstract

In the history of Education in Brazil, from the 80‟s on, „teacher formation‟ issues have been gaining very significant contours. However, in general aspects, most of the studies have focused on the formation of teachers for the Elementary and High School Education. Such focus has raised a necessity of taking studies that have the formation of college professors with a major interest. Thus, this research is based on the schooling history of these professors, specifically those who work at UFAM‟s Instituto de Educação, Agricultura e Ambiente in the city of Humaitá, in the state of Amazonas. Considering that, the main objective of this research is: to comprehend the formation history of three professors who had their complete schooling in Humaitá and are presently working at UFAM campus in this city. As specific objectives, we intend (1) to identify the philosophical and pedagogical trends that have been remarking these professors‟ formation and pedagogical practice; (2) to point out the gains as well as the difficulties that these professors had during their processes of formation and pedagogical practices. During the research process, some questions oriented the whole process, such as: how the formation of the selected UFAM professors has been taking place? Which problem or benefits have these professors faced during their teaching formation and in their work at the Institute in Humaitá? Which philosophical and pedagogical trends have been remarking their formation? The theoretical base for this research has been oriented, among other aspects, on the concepts that legitimate and supports the teacher formation in Brazil, on the political issues towards teaching formation (as it is stated in the Parecer nº 977/65); on the policies and challenges during the formation process for college teaching. As a theoretical-methodological contribution, we have used the (auto)biographical method, accessing these professors‟ histories through their oral narratives and the practice of writing educative biographies. As a result, this research brought the following finding to light: Forming is a process that continues all through one‟s lifetime, what also occurs out of the formal educational process, involves places/spaces, people/objects both in their relationship and by living with others professionals; The formation process and the research subjects‟ practices, in Humaitá, are grounded by different tendencies and pedagogical conceptions; College teaching involves professionals from different areas, and that imposes us the necessity of thinking over the formation of teachers and professors; Forming professors implies a commitment that also includes the institutions‟ teaching formation policies, their programs and professors who need to have a continued formation to better develop their activities; Finally, a program that intends to form teachers needs to consider them as a professional and a person.