Saberes e práticas docentes como construção da identidade de professores do Curso de Direito da Unimontes

Abstract

This research presents the theme of the teaching practice of bachelor professors and addresses the knowledge and teaching practices of law school teachers. The scenario is the State University of Montes Claros — UNIMONTES, whose Law Course has been in existence for 57 years. The legal professors are Law graduates who, for various reasons, decide to enter the teaching career, often without pedagogical training, which can interfere with teaching practice and the teaching and learning process. Based on the intended objectives, the study was developed through the analysis of the Pedagogical Policy Project in force in the Law Course (2007), of 40 Teaching Plans (2nd semester of 2019 and 1st and 2nd semesters of 2020), and of the information obtained through semi-structured interviews with 25 bachelor teachers. The approach is qualitative and the information obtained from the field research associated with the documentary analysis was submitted to content analysis and allied to the theoretical foundation, formed through the specialized literature review. When dealing with a scientific research in the area of education, qualitative material is indispensable and, considering teaching practice as an object, the active participation of the teachers of the Course was the most appropriate way to think the methodological process and build viable elements that allow the reader to dip his eyes and attention into this dissertation. It was used theoretical reference of Bardin (2016) Brandão (1995), Cunha (2006 e 2012), Iocohama (2015), Isaia (2006), Moreira (2001), Pachane (2006), Pimenta (1997), Pimenta e Anastasiou (2014), Saviani (2009), Silva (1999), Tardif (2000 e 2014), Tardif e Lessard (2008 e 2011), Trivinos (2019), Veiga (2005), Zabalza (2004), which, together with other authors, provided support for the research. The preparation and professional development of Law undergraduate teachers and its influence on their practice was questioned, and it was found that all teachers are dedicated to another professional activity, and, for the most part, they do not consider teaching as their main activity, which may affect the valuation of teaching as a career. The results present the knowledge that guides the teaching practice of bachelor professors of the Law Course, the confrontations and the possibilities of ways forward given by them individually and also by the HEI collectively and institutionally. During the research, the most relevant difficulties were pointed out, firstly, didactic and pedagogical difficulties, and the means used in an attempt to solve them were presented, and secondly, the lack of adequate structure and lack of resources at the HEI. The results demonstrated the heterogeneity of the faculty of the Law Course, which brings together bachelor professors who carry diverse higher education´s conceptions, each one in the search for the construction and reconstruction of their identity, highlighting the importance of continued education in the growth of the quality of the teaching and learning process in the Law Course.