Processo de formação de professores universitários engajados no currículo por Projetos da Proposta Integral de Educação Emancipatória da UFPR Litoral

Abstract

The theme addressed in this study is related to concern for the training of teachers who participate in innovative projects, since such training is essential in the success of these projects. They are designed and constructed from an adverse situation, a local need, questioning of people, from the urgency of change. Thus, it originates in 2002 and is carried out in 2005 the Coastal Unit of the Centenary Federal University of Paraná. The UFPR Coast is located in the resort of Caiobá, municipality of Matinhos, integrated into the coastal region of Paraná and Vale do Ribeira, which historically have been discredited and still present social, economic, environmental and educational fragility. Through its Institutional political project, it is consolidated as a community development agent with the main objective to promote the quality of life compatible with human dignity and social justice. In order to reach this goal, it was created a Pedagogical political project supported by emancipatory development and learning, consisting of projects developed by local communities, seeking decisively contributes to the scientific, economic, ecological and cultural development. In turn, the Coastal Sector in its constitution and deployment counted and relies on professors in training, in service, to serve in this differentiated project, being that the point focused in this thesis is: how is the process of training of university professors to work in an innovative curriculum and educational project? To resolve this issue it was necessary to (1) describe the concrete actions of training of professors in terms of selection, awareness, monitoring, educational activities, development, implementation, evaluation and redesign of the UFPR Coastal Project, identifying problems, difficulties and referrals which were made; (2) analyze and reflect on the process of continuous formation of professors of this differentiated project; (3) provide referrals to a process of continuing education that offers grants for professors engaged in innovative projects. The choice to make deepening in the teacher training area in the UFPR Coast occurs due to the fact that to act in a differentiated curriculum, requires a course of training, process which is not described in the literature and that needs to be identified, analyzed, understood, systematized and meticulously presented, to contribute to the training of academics. The study includes a qualitative approach, with presentation of case study comprised by participant observation, document analysis, semi structured interviews with managers who took part in the creation and implementation of the project, coordinators of three curricular areas (Humanistic and Cultural Interactions, Learning Projects and Practical Theoretical Foundations) and a questionnaire with open questions to a group of professors who work each in the 15 degree courses. As a doctoral thesis, it was obtained a description of the process of training professors of an innovative project, their specificities and also difficulties, leading the reader referrals for professor training engaged in innovative curricular and educational projects