Do planejamento ao replanejamento do trabalho docente no ensino superior: o que fazer quando os alunos não leem os textos indicados pelo professor?

The objective of this paper is to present an analysis of the planning and replanning of the teacher´s work in response to difficulties that occur in teacher-student interaction in the process of teaching and learning in and outside the classroom. The data was produced by means of the selfconfrontation method and the analysis is based on theoretical foundations coming from the ergonomics of teaching activity and from the clinic of activity. The results reveal that lack of reading on students´ part leads the teacher to replan the class at the very moment it is taking place, which, in spite of revealing the teacher´s experience with this kind of situation, ends up contributing to diminish the quality of the teaching and learning process.

Internacionalização da educação superior: estratégias e ações da Universidade Tecnológica Federal do Paraná

The present dissertation is inserted in the internationalization of the university-level education research field and aimed to analyze the strategies and internationalization actions of the Universidade Tecnológica Federal do Paraná (UTFPR), locus of research. The study sought to establish the current context in which the internationalization is inserted and contextualize the research problematic presenting definitions, concepts, reasons and strategies linked to an international dimension. It also presents a historical context of the internationalization of Brazil and current public policies related to this topic. This research used content analysis to analyze institutional documents (Institutional Development Plans (2004-2017) and Management Reports (2000-2014)); semi-structured interviews (Director of International Relations, Coordinator of programs and actions related to the mobility of students, Head of the Department of Education and Dean of Research and Graduate Studies); information pertaining to the theme from the university’s website and events held in the Campus of the institution. Data were analyzed using the procedures prescribed for this type of analysis with the establishment of three categories: concepts, strategies and actions. Based on the foregoing, in terms of synthesis, could be understood that increasing the participation of UTFPR on the international scene has always been linked to the institution’s policies and goals, yet without an political institutional plan without objectives, strategies and goals established systematically. In the case of the conception of the internationalization of UTFPR it was realized that the theme currently gained more focus and greater coverage in the institution. In this context, Ciência Sem Fronteiras program contributed to, giving greater visibility to UTFPR on the world stage. From then on, specific strategies and actions are being developed in seeking internationalization under institutional perspective, of the servers, the expansion of mobility, and greater visibility of the institution in the international arena, regional integration and promotion of internationalization at the university. Overall, the management of internationalization in the institution does not have a formal project, but has specific strategies and actions seeking their expansion. Thus, the process of internationalization in UTFPR presents itself in an early stage, with strategies and actions seeking to expand the international dimension in the institution who takes singular importance to its expansion and consolidation.

Proposta de avaliação de práticas sustentáveis nas operações de serviço em instituições de ensino superior da Rede Federal de Educação Profissional, Científica e Tecnológica

Higher Education Institutions (HEIs) have an extremely important social role, they are responsible for the place where they work and to form citizens who contribute to a fair and cooperative society. Universities can engage with sustainable development in planning, management, education, research, operations, community services, procurement of materials, transportation and infrastructure; this research seeks to analyze the sustainability practices in service operations in the Higher Education Institutions of the Federal Network of Professional, Scientific and Technological Education in Brazil through the development and application of a model called the Sustainability Assessment for Higher Technological Education (SAHTE). To achieve the proposed goal, a systematic survey of the scientific literature on sustainability assessment models in higher education institutions was conducted, making it possible to identify the characteristics and features of existing models. The model was applied through multiple case studies. The proposal compares the sustainability performance of service operations among individual institutions using a common methodology. It presents five areas to be evaluated in the HEI: Governance and Policies, People, Food, Water and Energy, and Waste and Environment, with a total of 134 questions. The need for greater support from the senior management of institutions to formulate and implement policies on sustainable development was identified when the lack of policies on sustainability in service operations was found; initiatives tend to be isolated. The participation of students and teachers in studies on the daily operations of the campus can be expanded and more widespread. The model seeks to evaluate sustainable practices in the service operations of the Brazilian Federal Network of Professional, Scientific and Technological Education; studies related to the evaluation of teaching sustainability are absent and the applicability of the model in private institutions and other countries is needed. The results obtained with the application of the SAHTE model are useful for the preparation and development of policies on sustainable development, especially in the service operations of the surveyed HEI. The results can sensitize staff and students, who can reflect on their roles in the HEI, as well as the community and suppliers.

Aspectos do desenvolvimento da experiência docente na educação superior: um estudo sob a ótica da teoria dos gêneros de atividade

This analysis introduces results related to development of teaching experience from two professors of one Federal University who have taken part of one action of continued teacher training. We consider that the interplay among the individual, the language and the world cannot function straightly. It occurs through utterances, defined like real unit discursive communication, and genres of discourse (BAKHTIN, 1979/2011). Along the same line, the relation between the employee and his employment do not occur in a direct manner. This relationship takes place through genres of activity (CLOT, 2008/2010). As well as, a domain of speech genres has given possibility to individual an interaction with several discursive fields, a domain of activity genre allows the professional protruding in difficult situations traced in his employment. We know that the drafting for wield the teaching in the Tertiary Education is recommended by LDBEN (9394/96), which suggests that should be done in postgraduate program. In the mean time, what frequently happens an educational background based in a survey and not in the teaching. Thereby, several times we have observed difficulties in the accomplishment of teaching practice. Considering such aspects, this study seeks to comprehend the manner how the lecturers deal with the difficulties encountered in the classroom and how the years of experience have contributed or not for a domain of activity genre. In this regard, we have propped up in the development approach, introduced by Vigotsky, who asserts that the learning suitably organized results in development (VIGOTSKY, 1984/2007) and still explains the development of individual on the basis of relationship that it has with another, the social (VIGOTSKY, 1996b). For this purpose, were accomplished, by means of a snipped filmed lesson from each teacher, four sessions of self-confrontation (FAÏTA, 1996; CLOT, 2008/2010), two Simple and two Crusade, recorded in a visual format. This material was transcribed in accordance with standards from project NURC-SP (PRETI, 1999). For the analysis, we used three mains theories: of Linguistic, is mobilized the concept of speech genres (BAKHTIN) and all discursive topics (JUBRAN; FÁVERO); from Occupational Psychology, is utilized the activity genres (CLOT); from Psychology Historical-Cultural, is adopted the concept from Zone of Proximal Development and another/social in the development of individual (VIGOTSKY). In compliance with the study achieved, was possible to identify the aspects related to development of teaching experience of Tertiary Education. During the classes and reports of self-confrontation, we identify that both the professors, in the beginning of the career, they got more difficulties to deal with hindrances, and which now, with some years of experience, they get to domain better the difficult situations which they come across. They built up, for example, a greater facility in improvise examples in face of students’ difficulties in the comprehension of concepts. These aspects show that the professors have evolved the higher domain of genre, which allow them getting, in addition to turn the unexpected situation around that spring up in the professional context, as well know how to taking action in similar situation, which they have already run into in another moments. This domain enabled and enables the developing of the lecturers over the course of their professional performance.

Concepções de interdisciplinaridade: o Programa Ensino Médio Inovador

The Interdisciplinary practice opens in the context of Basic Education guiding new looks in the production of knowledge. It is necessary to reflect the interdisciplinarity as scientific and epistemological stance and its conditions of possibility of expanding the horizon before the theoretical and methodological challenges posed by modernity. Thus, this work aimed to analyze interdisciplinary concepts present in the proposal of the High School Program Innovator. Therefore, the theoretical route initially had the search for understanding of high school in Brazil, interdisciplinarity as the possibility of tensioning the production of scientific knowledge, mainly anchored in the studies of Acácia Kuenzer, Dermeval Saviani, Boaventura de Sousa Santos, Claude Raynaut, Henrique Leff and Edgar Morin. The study was methodological subsidy document research and principles of content analysis. The analysis took place from the seven documents that make up the construction path of High School Program Innovator and a semi-structured interview. So, we sought to understand the concepts of the documents establishing analytical categories from more evoked content. In this process identified three categories with regard to the construction of the Program proposal: pedagogical innovations, curriculum organization and teaching quality and three categories with regard to interdisciplinary concepts present in the program: dialogue between curriculum components, joint knowledge and role of high school students. From the studies it was observed that the program came up with the prospect of directing a new identity for the final stage of basic education, listing Documents Guiding Plans and actions for a new curricular organization of secondary education. It was noted that the Program, though explicit in its guiding documents of the interdisciplinary perspective, in no time he calls himself as interdisciplinary. Interdisciplinary actions should run or from school understanding, as well as the preparation of the Redesign Project Curriculum encompassing dialogue between disciplines. Realized by the analysis of the guiding documents is a back program even for a technical rationality practiced by the particular understanding of the school and the practice being expressed from the same concepts that high school is developed, with each teacher teaching the contents of their disciplines and performing cross designs. Break the existing paradigm is still one of the challenges to the teaching-learning process. Break the existing paradigm is still one of the challenges to the teaching-learning process.