A construção da Universidade e suas implicações sócio-históricas: um olhar para a formação docente do Ensino Superior no Brasil

Abstract

The University has been, especially nowadays, the target of reflections, discussions and transformations that impact, directly and/or indirectly, the training of university teachers. In this scenario, a discourse of conservation of a more traditional model of university is revealed, with the aim of conserving it as a locus of production and conservation of knowledge. Concomitantly, a discourse for its reformulation is also revealed, taking into account the more immediate demands of society and, consequently, of the market, focusing on its face as a professional training space, with a more technical nature. Such forces do not exclude each other, on the contrary, they make up the institution that is always in a process of change. It is worth highlighting that the university is constituted in a direct and fundamental relationship with society and that it is necessary to revisit the history of its formation to understand its place today. This work aims to analyze the place of the University, specifically in Brazil, focusing on teacher training. To achieve this objective, a historiographical tour of the construction of the University institution in the world, as well as the construction of the teaching role in this space. We go through the main models of universities in the world and arrive at the history of how the University is constituted in Brazil. We go through the main models of universities in the world and arrive at the history of how the University is constituted in Brazil. In other words, the aim is to carry out a historical analysis of the construction of universities in the world and in Brazil; situate (characterize) the Brazilian university based on the mapped university models, as well as present evidence on training for higher education teaching. Regarding the guiding question, the study asks: understanding the university in the tension of two biases, between the locus of knowledge and the source of specialized labor, what is the current panorama of training for higher education teaching? Given this context, we seek to observe the current scenario of university teacher training in Brazil, with regard to the area of Education, in accordance with Brazilian legislation and official data. It is worth highlighting that the degree of training required will be analyzed by law for the Superior Magisterium and the one that is actually applied. In this way, we particularly observe the number of Higher Education professors who currently have or do not have a stricto sensu postgraduate degree in Brazil. In the profusion of studies and discussions, the present work carries out an exploratory descriptive study, from a qualitative perspective (Minayo, 1993; Demo, 1996; Gil; 1999; Gunther, 2006). The aim is to dialogue with studies on the training of higher education teachers, on the history of universities from the medieval period to current times, evoking thinkers such as Fernando de Azevedo; Christophe Charles; Luiz Antônio Cunha; Maria de Lourdes Fávero; Antônio Carlos Martins; Darcy Ribeiro.