A PRÁTICA COMPETENTE DO PROFESSOR UNIVERSITÁRIO: POR UMA EMANCIPAÇÃO DISCENTE
DOI:
https://doi.org/10.21527/2179-1309.2019.107.219-233Abstract
A proposta do artigo é discutir as principais questões que envolvem as estratégias didático-pedagógicas subjacentes à prática cotidiana do professor universitário do Curso de Administração, cuja intenção prioritária é formar o aluno para o mercado de trabalho, conforme normalmente se comprova na missão e objetivos estatuídos na matriz curricular. Nesta linha, para forjar um profissional emancipado e crítico, apto a realizar com substância as transformações – sociais, políticas, econômicas, culturais – no campo de atuação, é imperioso que o professor reúna um conjunto de competências, as quais devem não apenas estar alinhadas com os objetivos curriculares, mas com a concepção ética de um ensino superior realmente de qualidade. A abordagem é teórica, cuja ideias sobre competências foram obtidas em autores como Le Boterf (2013), Cheetham e Chivers (2005), Masetto (2012), Minet (1994), Perrenoud (2013), Rovai (2010) e Zarifian (2011), culminando com a percepção de que as mudanças requeridas pelo estrato da sociedade em termos de formação profissional em nível superior perpassam pelo pleno comprometimento do professor.
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