Conhecimento tecnológico e pedagógico do conteúdo de docentes do curso superior de Administração e a influência de programa de formação na construção deste conhecimento

Abstract

This research was developed in the Education Master’s Program from Universidade do Oeste Paulista (Unoeste), in the research area: Teacher Training and Action and Educational Practices. The question which guided the development of this study was: which are the Technological Pedagogical And Content Knowledge of professors of the Administration course in a college in the countryside of Sao Paulo, and how the training program influences the construction of these kinds of knowledge. Based on these questions, this research was justified, and its main goal was to identify Technological Pedagogical And Content Knowledge of professors of the Administration course as well as the influence of a training program on the construction of this knowledge. The specific goals were: to create a teacher training program about TPACK based on a diagnosis of professors’ knowledge about the theme; to identify the training strategies which made it possible to construct professors’ Technological Pedagogical And Content Knowledge; to understand the difficulties realted to the construction of professor Technological Pedagogical And Content Knowledge and how a training program created based on a diagnosis of the knowledge professors already had about the TPACK was helpful to overcome these difficulties and to identify the inspiration and experiences which were created through this training program about the apllying of porfessors’ Technological Pedagogical And Content Knowledge in classroom/remote teaching. The theoretical basis for this discussion was: Lee Shulman, Matthew J. Koehler, Punya, John Dewey, Jose Manuel Moran, Eric Mazur, João Mattar, Lilian Bacich e José Armando Valente, and also New Curriculum Guidelines for Administration Courses. The methodology which was used was the kind of intervention. There were eight participants, who were professors of the Administration Course and who accepted to participate in this reasearch and, eventually, to be in a training program delivered by a professor of the Administration Course, who is the coordinator of the Center of Technologies in Education and Active Methodologies. Data collection was carried out through the use of a questionnaire which involved professor’s profile and Thechnological Pedagogical And Content Knowledge (TPACK), in Brazilian version, applied with the aim to obtain a diagnosis, documentary research on the creation process of the Pedagogical Project of the training program, based on this diagnosis; observation during the training Program and focal group with the professor who took the course at the end of the training program, in order to think about the experiences they had. The results of the research were presented and analysed through thematic axes, which wre created through literature review and collected data: the basis of Content Knowledge, the basis of Pedagogical Knowledge, the basis of Technological knowledge, the basis of Pedagogical Content Knowledge, the basis of Technological Content Knowledge, the basis of Technological Pedagogical Knowledge and, finally, the thematic axis, which is the intersection of these six kinds of knowledge, that is, TPACK: Technological Pedagogical And Content Knowledge. In a general way, the results showed the necessity of continuous improvement for teachers in order to expand and strengthen the basis of Content Knowledge, Pedagogical Knowledge and Technological Knowledge, as well as the intersection of these kinds of knowledge, which results in the applicability of the TPACK model in classroom. It was noticed that the participants master the basis of Content Knowledge. However, the other kinds of knowledge, when compared to Content Knowledge, are not masterd by them. The professors who participated in this research were inspired and have showed perspectives and a clear tendency to participate in continuous training, which is essential for professors nowadays.