Desafios da formação docente: estágio docência e a prática de ensino em administração

Abstract

In recent years, given a new federal government policy, there is a significant move to expand enrollment in graduate programs of public and private universities in Brazil. But although this new demand for teachers at tertiary level, no one knows for sure how these professionals are being trained. In this context it is important to clarify that the purpose of this study was to evaluate the pedagogical practices related to the Teaching Internship used in Post-Graduation in Administration of two higher education institutions (HEI), located in the state of Minas Gerais. In order to check these practices related to the teaching stage, were treated in this research themes relating to issues that motivate the implementation of the teaching stage, the relationship of the post-graduate studies with teaching activities and his training to work in management education. Were identified and assessed from the point of view of students graduate, the advantages and disadvantages that come with practice and direct contact with the activities in the classroom through the teaching stage to the process of training of university teachers. And, too, were described and analyzed from the perspective of undergraduate students who had classes with student teachers, contributions and losses caused by the fact that in their training of students taking postgraduate courses at the undergraduate level. Finally, we compared the results between the groups investigated (undergraduate and graduate students) and identify common traits and shoot at two institutions. According to reports of graduate students, the disciplines of the program require students develop technical skills. Thus, as the post-graduate studies are considered the main route of formation of professors, becomes prominent teaching practice in conformity and harmony with the research, not one overpowering the other. In this sense, many said that the internship is an opportunity to bridge the gap between theory and practice, since most of them feel much more oriented toward research than teaching. With this, we observed that the stage is a good teaching tool for teaching graduate students. But it is necessary a more effective monitoring by the professors. Moreover, the possibility of developing other complementary experiences to teaching seems to be in the eyes of graduate students, an interesting opportunity.