A formação pedagógica docente para o curso superior de Relações Públicas

Abstract

This work results from a study on teachers' training for the Public Relations undergraduate course. Aiming to understand the paths for a better performance of professors who teach in this course, the study sought to investigate whether the planning of disciplines by learning units results in improved teacher training. In this way, the following question represents the research problem: how to contribute to the education of Public Relations professor's course, developing their competence in the Planning of Subjects by Learning Units so that professors and students can articulate a vocational training process according to current requirements? The research intends to verify whether the planning of disciplines per learning unit would contribute to improving the teaching attitude. To respond to this question, the study surveyed the concrete and required paths for better teachers' training, mainly concerning andragogy, empathy, and living together. The principal reference of the study is the theoretical assumptions of one of the most competent researchers on education in Brazilian higher education, Professor Marcos Masetto. After examining the framework, the author used qualitative research, characterized as action research, and planned, implemented, and evaluated the constitution of the planning of a discipline by learning units in a Public Relations course in the city of São Paulo. Due to the Covid-19 pandemic, the research was conducted in a mediated way, using the Zoom platform. The results show that the plan has become effectively efficient in students' training and the teacher's attitude and perspective. Thus, responding to the initial problem and achieving the initial aim