Programa de Mestrado Profissional para Professores da Educação Básica (ProEB): o caso da Universidade Federal de Goiás (UFG)
Nenhuma Miniatura disponível
Data
2023-01-27
Autores
Título da Revista
ISSN da Revista
Título de Volume
Editor
Universidade Federal de Goiás
Resumo
This study has as object of investigation the Professional Master's Program for Basic Education
Teachers (ProEB), specifically, the courses offered at the Federal University of Goiás, namely:
the Professional Master's Degree in Mathematics in National Network (ProfMat); the National
Professional Master's Program in Physics Teaching (ProFis) and the Professional Master's in
Physical Education (ProEF). The research has as its main guiding question: How was the
implementation of professional master's degrees within the scope of UAB at UFG and what
status are these programs? The main objective is to understand how the implementation
process of the ProEB courses at UFG occurred and how the distance modality is used in these
masters, considering their link to the Open University System of Brazil (UAB). A case study with
a qualitative approach was undertaken, which includes bibliographical and documental analyses,
in addition to data collection through structured interviews. In this sense, the chosen
methodological approach was the cycle of qualitative research proposed by Minayo (2015),
structured in three phases: exploratory, with the mapping of previous studies on the object;
fieldwork, with documentary research and interviews with program managers; the analysis and
treatment of data, when the documents and the contributions of the interviews were collated,
from the perspective of content analysis (BARDIN, 2016). The theoretical framework established
to support the reflections consists of two strands: the first, on stricto sensu postgraduate studies
in Brazil and professional master's degrees for teacher training, includes authors such as Alves;Oliveira (2014); Azevedo; Oliveira; Catani (2016); Coast; Cruz Duran (2012); Cury (2005,
2009); Oliveira; Lima (2018, 2019); Oliveira; Oliveira (2011); Golden (2015, 2018). The second
strand of the theoretical basis includes distance education and the Open University system in
Brazil, with authors such as Alonso (2010); Belloni (2002); Cross; Lima (2019); Lencastre
(2013); Lima (2013, 2014). The time frame established for the study is between 2011
(implementation of ProEB) and 2019. The results show that UFG was a pioneer in joining the
ProfMat, ProFis and ProEF networks, which reiterates the institution's commitment to teacher
training policies. It was also observed that despite the financing of the Programs by the UAB
System, the distance education modality is not used in any of the programs, with even a
declared refusal to use it, which indicates that, despite the relevance of these programs for the
improvement of Brazilian educational indicators, there is disagreement with one of the main
assumptions of the UAB: the consolidation of distance education in Brazil. Furthermore, the
research showed that prejudice persists in relation to professional master's degrees, despite
the fulfillment of the objectives proposed by these courses
Descrição
Citação
BARCELOS, L. B. Programa de Mestrado Profissional para Professores da Educação Básica (ProEB): o caso da Universidade Federal de Goiás (UFG). 2023. 161 f. Tese (Doutorado em Educação) - Universidade Federal de Goiás, Goiânia, 2023.