De Bacharel a Professor: o ser docente no ensino universitário

Abstract

The transformation that has been taking place in contemporary times has been changing the scenario of higher education institutions and their agents. The assertive policies of expansion and democratization are shaping a new profile of students and consequently of the professionals who are trained in these institutions. Faced with these changes, the training of university professors becomes the object of study, since they are entrusted with the training of these professionals. This study is part of the research line Education, Curriculum and Pedagogical Practices, linked to the Graduate Program in Education of the Federal University of Rio Grande do Norte (UFRN). It aims to analyze how was constituted the teaching of the bachelor teachers of higher education. It was produced from a research group formed by bachelor teachers of the UFRN staff, working 20 hours a week and exercising their training profession, outside the university. It is framed as a qualitative research, with application of tools for data collection and analysis, presented descriptively, using questionnaires with open and closed questions, as well as semi-structured interviews, being necessary to reach detailed descriptions, using recorder for this and using as an instrument for data analysis Bardin's Content Analysis (2011). The result was the meeting of three categories involving the teaching being: trainer of future generations; teach; donation and still believe that their professional experience is a significant factor to be teachers. The conception of being a teacher for this bachelor teacher is that even with the lack of courses of didactic-pedagogical nature in their initial formation, they build their teaching being through other competences and skills built along their practice, but they see the need to a deepening in the pedagogical formation.