Mudanças no currículo e no ensino: percepções docentes de uma faculdade de ensino superior do interior de Minas Gerais
Carregando...
Data
2021-06
Autores
Orientador
Munhoz, Angélica Vier
Banca
Título do periódico
ISSN
Título do Volume
Editor
Resumo
A presente tese de doutorado buscou investigar a implantação do processo de mudança curricular na Instituição de Ensino Faculdade Presidente Antônio Carlos de Visconde do Rio Branco, do Estado de Minas Gerais, a qual se denominou de currículo modular. Tal mudança teve como causa principal a construção de uma estratégia de redução de custos, capaz de viabilizar a sustentabilidade financeira da instituição em tempos de crise no ensino presencial privado. Por sua vez, a referida crise foi provocada pela expansão do ensino à distância e pela necessidade de adequação do papel do ensino superior a um tempo ágil e dinâmico, com forte tendência ao ensino na modalidade à distância. Como metodologia de investigação foi utilizada a hermenêutica, sendo realizada entrevistas semiestruturadas com os professores da referida instituição. Os resultados mostraram que, na compreensão dos docentes entrevistados, a efetivação do currículo modular na IES se faz necessária pelos seguintes motivos: possibilita a permanência da instituição no mercado competitivo de ensino presencial; reforça um currículo mais dinâmico, flexível e global, com a perspectiva da interdisciplinaridade e destaque para alguns elementos transversais. Contudo, a implantação desse processo de mudança curricular também trouxe interferência nas relações pedagógicas dos sujeitos envolvidos. Isso porque o currículo modular trouxe menos dias de aulas presenciais, maior carga horária de ensino pela modalidade virtual de aprendizagem, demissões de professores e funcionários, menor ênfase em competências e fundamentos teóricos, menor contato interpessoal entre os sujeitos envolvidos e um foco maior no ensino prático e profissional, voltado ao mercado de trabalho. Emerge do presente trabalho importantes proposições quanto ao ensino superior, tais como: a) a necessidade de elaboração compartilhada do currículo com maior participação dos envolvidos; b) uma maior capacitação docente para o enfrentamento das realidades do ensino na atualidade; c) a consolidação da modalidade híbrida de ensino com utilização maior da modalidade à distância. Conclui-se que, de variados modos, as mudanças curriculares alteraram a vida institucional, assim como a vida pessoal e profissional dos sujeitos envolvidos no processo institucional.
This doctoral dissertation aims to investigate the implementation of curriculum changes, which have been called modular curriculum, in Faculdade Presidente Antônio Carlos de Visconde de Rio Branco, a Higher Education Institution located in the state of Minas Gerais. The main cause of this change was the formulation of a strategy to lower costs in order to support the financial sustainability of the institution in times of crisis in private face-to-face education. Such crisis was caused by the expansion of distance education and the need to adapt the role of higher education to this agile and dynamic time, with a strong inclination towards distance education. Hermeneutics was adopted as research methodology, and semi-structured interviews were performed with professors of that institution. The results have shown that, from the interviewees’ perspective, the effectuation of the modular curriculum at the higher education institution was necessary due to the following reasons: it enables the institution to remain in the competitive face-to-face education market; it strengthens a more dynamic, flexible and global curriculum, with the possibility of interdisciplinarity and an emphasis on some transversal elements. However, the implementation of these changes in the curriculum has also interfered with the pedagogical relations of the subjects, as the modular curriculum has led to a decreased number of face-to-face classes, an increased workload in online classes, dismissal of professors and other employees, less emphasis on theoretical foundations and competences, fewer interpersonal contacts among the subjects, and an increased focus on practical and professional learning intended for the labor market. Important propositions have emerged from this study regarding Higher Education, such as: a) need for sharing the curriculum construction with more participation of the subjects; b) better professor training to face the realities of teaching in the current time; c) consolidation of a hybrid education modality, with a larger scale use of distance education. This study has led to the conclusion that, in several ways, curriculum changes have reshaped the institutional organization, as well as the personal and professional lives of the subjects involved in the institutional process.
This doctoral dissertation aims to investigate the implementation of curriculum changes, which have been called modular curriculum, in Faculdade Presidente Antônio Carlos de Visconde de Rio Branco, a Higher Education Institution located in the state of Minas Gerais. The main cause of this change was the formulation of a strategy to lower costs in order to support the financial sustainability of the institution in times of crisis in private face-to-face education. Such crisis was caused by the expansion of distance education and the need to adapt the role of higher education to this agile and dynamic time, with a strong inclination towards distance education. Hermeneutics was adopted as research methodology, and semi-structured interviews were performed with professors of that institution. The results have shown that, from the interviewees’ perspective, the effectuation of the modular curriculum at the higher education institution was necessary due to the following reasons: it enables the institution to remain in the competitive face-to-face education market; it strengthens a more dynamic, flexible and global curriculum, with the possibility of interdisciplinarity and an emphasis on some transversal elements. However, the implementation of these changes in the curriculum has also interfered with the pedagogical relations of the subjects, as the modular curriculum has led to a decreased number of face-to-face classes, an increased workload in online classes, dismissal of professors and other employees, less emphasis on theoretical foundations and competences, fewer interpersonal contacts among the subjects, and an increased focus on practical and professional learning intended for the labor market. Important propositions have emerged from this study regarding Higher Education, such as: a) need for sharing the curriculum construction with more participation of the subjects; b) better professor training to face the realities of teaching in the current time; c) consolidation of a hybrid education modality, with a larger scale use of distance education. This study has led to the conclusion that, in several ways, curriculum changes have reshaped the institutional organization, as well as the personal and professional lives of the subjects involved in the institutional process.
Descrição
Palavras-chave
Ensino Superior; Currículo; Reorganização; Percepções docentes; Higher Education; Curriculum; Rorganization; Professors’ perceptions
Citação
FILHO, Luiz Fábio Antonucci. Mudanças no currículo e no ensino: percepções docentes de uma faculdade de ensino superior do interior de Minas Gerais. 2021. Tese (Doutorado) – Curso de Ensino, Universidade do Vale do Taquari - Univates, Lajeado, 29 jun. 2021. Disponível em: http://hdl.handle.net/10737/3159.