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dcto; omncto; Amazon Communication; Roraima of FederalKnowledge; University education; than KEYWORDS pedagogical other necessarily experiences gothrough the formal education educational with dimension, even if for that they need knowledge,to have specificarticulating of mastery the to favor strategies using of challenge a of face teaching,of therefore, places thet shared achievement. The social, processa isof itlearning classroom, the in done is that this process requiresacollaborative posture and educated also are they educators, are of the discussion The trajectories. Educational and studies; ; academic Initial defined: were categories three which was studied through the Content Analysis, in learningteaching.of Thissetdocuments of educa their during performed they activities the about an and platform inquiry Lattes via email theto of the teachers in asking them resumés University the analyzed we Federal this, For (UFRR). Roraima the Social in (PPGCOM) Communication in in Program Course Postgraduate Bachelor’s Communication/Journalismtheand(CCOS) the in teacher ofthe discuss learning ofteaching ofthe to professors constructioneducation aimstheimplemented in research This ABSTRACT

data makes it clear that while teachers :

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in rcs, eae t the to related process, tion erig f ecig Teacher teaching; of Learning Vol. 6 , n. , n. 1 , e Jan - ISSN 2447nº uary Comunicação Comunicação - eacherin March . . - . 2020 4266

Revista Observatório, Palmas, v. 6, n. 1, p. 1-21, jan.-mar. 2020 DOI: http://dx.doi.org/10.20873/uft.2447-4266.2020v6n1a2en 1 § elcie hnig ft o poesoa wr, s fudto fr h sustainable thelearning; to provide forthe community with foundationfree and high quality a elementary, secondary asand developmentlocal,theof work, regional andnational societies, cooperating withtheirlife professional for fit thinking, reflective Instituti nature.Furthermore,the public its and quality guaranteeingitssociety, of development promoteto anddisseminate education, cultural creation andscientificthe andreflexive cultural, social, the with committed are citizens ensure to knowledge socialize and integrate produce, educational its Brazil of Constitution the scientific, by administrative, guaranteed financial has and patrimonial it autonomy. and extension, and (CCOS) and the Communication Postgraduate Program (PPGCOM) in the UFRR the in studied was documents of (PPGCOM) set This teaching. of learning the to relates that their education during conducted Program activities regarding teachers the with email via inquiry an and Postgraduate ofresumé the in data Communication the and (CCOS) pr the for is study this in goal our regard, this In areas. different all in training teacher have we UFRR, activity. of its difficulties and that is characterized by its cultural and natural treasures, thus expanding the possibilities Brazilianthe triAmazon,a in education supportunits and programs. increase private thegrades of the Undergraduate and and Postgraduatecourses; public and strengthen the with partnerships institution expand curricula; transdisciplinary of culture study, it foresees it as macroprocesses: advance in high D Institutional ethicaland ethnic values, with emphasis onenvironmental preservation. the ongrounded Brazil, and RegionAmazon the Roraima, of State the in development produce to and scientific studies; and technological Graduate research, and as Undergraduatea support for including the economic education, and socialhigher sust to discuss teacher education implemented in the construction of learning of teaching teaching of learning of construction the in implemented education teacher discuss to h Saue f h UR (03 as sae is ntttoa proe wih s to is which purpose, institutional its states also (2003) UFRR the of Statute The To consolidate this study, we start from a qualitative and quantitative look at the the at lookquantitative and qualitative a from start we study, this consolidate To latentGiventhe Institution, The its Centersand Institutes are located thein its in extension and education, research, for guidelines establishes UFRR The onaims toform citizens, in differentareas ofknowledge, with scientific spiritand ofessors who work in the bachelor’s course of Social Communication/Journalism Communication/Journalism Social of course bachelor’s the in work who ofessors ; xad n srnte te negaut ad otrdae Courses; Postgraduate and Undergraduate the strengthen and expand s; vlpet ln (2016 Plan evelopment economic and environmental development. Hence, the UFRR has as goals

theteachers ofthe CCOS and the PPGCOM inthe Lattes platform concerns about , which consequently affect the the affect consequently which Education, Higher about concerns

- border geopolitical context (Brazil (Brazil context geopolitical border

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2019). Regarding education, the subject of this this of subject the education, Regarding 2019). - quality education; strengthen the the strengthen education; quality

Vol. northernmostregion of – 6

, n. , n. Venezuela 1 , e Jan

- ISSN 2447nº uary - – March .

Guyana) ainable ainable . - long long 2020 4266 ,

Revista Observatório, Palmas, v. 6, n. 1, p. 1-21, jan.-mar. 2020 DOI: http://dx.doi.org/10.20873/uft.2447-4266.2020v6n1a2en 2 § linkedto the goal of this study by theanalyzed faculty members. identifysomeof themain educational processes developed for thelearning ofteaching throughContentAnal (variáveisinferidas) dessasmensagens (BARDIN, 2011, p. 48). não) quepermitam a inferência conhecimentosde relativosàs condições de pro sistemáticos objetivose de descriçãodo conteúdo das mensagensindicadores (quantitativos ou 1 Knowledge, Amazonian and Territorialities, Communication, of area the in research Course in Music). Social in Course Bachelor’s Communication/Jou the (especially project creation its to resources human lent that Courses Undergraduate the to and itself, UFRR the of history the to linked domain andtheother,scientific informationjournalistic on ofand, management production the hand, one the on emphasizing, responsibly, work to competence technological and nighttime. during held being classes its with and years, 4 of time completion standard a with regime, school semiannual CCOS’s Course Pedagogical Project (2015), it was regio established in the 1991 and it has oftoday a specificities the considering journalism, anUndergraduate is Course whose bachelors are professionals whowork exclusively in teaching. PPGCOM and CCOS UFRR’s the of construction the

m ojno e éncs e nls ds ouiaõs iad otr o procedimentos por obter visando comunicações das análise de técnicas de conjunto um hs tcnqe ivle h ognzto o h aayi ctgre, hc are which categories, analysis the of organization the involve techniques These For Bardin (2011), content analysis is h PGO’ mi ga, codn t is eiet 21) i t consolidate to is (2018), Regiment its to according goal, main PPGCOM’s The The The CCOS propos (CCOS) Course Communication/Journalism Social the that mentioning worth is It .

omncto Psgaut Porm PGO) hwvr hs t origin its has however, (PPGCOM), Program PostgraduateCommunication

rnalism itself, the LicentiateCourse in VisualArts,and the Licentiate ysis, in order to specify, in categories, elements that enable us to us enable that elements categories, in specify, to order in ysis, es to train professionals with ethical, critical, theoretical, technical technical theoretical, critical, ethical, with professionals es to train m these indicator of production/reception the content conditions to (inferred variables) of related theknowledge of inference the allow describing that not) or (quantitative for messages procedures objective and a set communication analof

essages (BARDIN, 2011, p.48). –

inthis case, topresent teacher education conducted in

ysis techniques aiming to obtain systematic a mre. s t per i the in appears it As market. nal

aut mme’ lann of learning member’s faculty 1

Vol. 6 , n. , n. 1 , e Jan - ISSN 2447nº dução/recepção uary - March . - 2020 4266

Revista Observatório, Palmas, v. 6, n. 1, p. 1-21, jan.-mar. 2020 DOI: http://dx.doi.org/10.20873/uft.2447-4266.2020v6n1a2en 3 § of Communication and Information Sciences, but common to a wide range of areas of areas of range wide a to common but Sciences,Information and Communication of demand.processeseducation meet otherto this generate to need the this with and considered, be to factor a as emerges education teacher teache as act to (HEI) Institutions Education Higher the of space academic the entering up end degrees Doctoral and Master’s to only in Roraima, that a significant portion of professionals who target their qualifications te educating to commitment their what to as clear sustainable development to meet the regional needs. working sinais” 2 of sign language. deaf teachers in order to consider the knowledge and practices of signage and the writing l sign the about knowledge of production teacher: deaf the of teaching of learning “The Hautrive (2016) from the Federal University of Santa Maria (UFSM) with the entitled Communi Social in workingprofessionals of educationteacher the addressedparticular, in none, and 2018, we found 20 pieces of research that deal with the learning of teaching. Of these, some works. Personnel(Capes Education Higher of Improvement the for Coordination the of Theses and Dissertations has topic this how channels knowledge of State knowledge. specificitiesofteaching coordinateto teaching andlearning processes intheir fields of activities professional their in that and teaching, of learning at knowledgethat, in their initialeducation stages,are not concerned with activities aimed anguage writing” anguage

“Aprendizagem docente do professor surdo: a produção de saberes sobre a escrita da língua de

It is worth noting that this view is not specific to the courses rela courses the to specific not is view this that noting worth is It not are PPGCOM theand CCOS the of objectivesthe both that then, see, can We Regarding somerecognize in to education,seekteacher specificityweentering ofthe When

towards the qualification of human resources for teaching, research and the and research teaching, for resources human qualification of the towards cation/Journalism Courses. However, we identifiedhaveworks as thosesuch of

the research conducted on the theses defended between the years 2015

), learning of teaching of learning ), 2 .

In this work, its author discusses the process learning of teaching of teaching of learning process the discusses author its work, this In

been discussed. Thus, in the publications of the Catalog of Catalog the ofpublications the in Thus,discussed. been

and rs. Given this targeting, the lack of an initial initial an of lack the targeting, this Given rs. teacher education teacher achers is. However, we can see, not not see, can we However, is. achers

Vol.

they end up entering the are important subjects in in subjects important are 6 , n. , n. 1 , e Jan - ted to the areasthetoted ISSN 2447nº uary - March . - 2020 4266

Revista Observatório, Palmas, v. 6, n. 1, p. 1-21, jan.-mar. 2020 DOI: http://dx.doi.org/10.20873/uft.2447-4266.2020v6n1a2en 4 § considered a reference in the theme. In their writings, they highlight the nature of the the of nature the highlight they writings, their In theme. the in reference a considered learningof teachingin Postgraduate Courses inBusiness Administration inBrazil. BusinessProgramAdministration,in Education. theat inThisstudynotpresentslook a administration” in business program postgraduate the in practice teaching of learning “The titled is however, specificareas. The thesis Santosof (2017) from the Federal University ofParaíba (UFPB), processesandtheir implication onthelearning of teachin sciences” earth and exact biological, of area the in licentiate courses in and professors of processes educational education: higher in desenvolviment 7 6 Administração” 5 4 nas licenciaturasda área de ciências biológicas, exatas dae terra” 3 the title “Imagination, knowledge, and actions in higher education: educational processes Course. the UFPI, discusses the possibilities of developing critical reflective teaching practice” and CourseLaw the ofteachers continuingeducationof “The entitled(2017) Batista of investigates how experience is stru education” highereducation profe of trajectory teaching the with deals author its where (UFPI), Piauí of University the from professorshipinhigher education: trajectories professorsof Bachelor inAdministration” such out, stand studies some 2018. Of these, none, in particular, meets the specificity investigated here either. However, 2007). BOLZAN, and teaching occurs mediated by reflection, sharing and r teachingprofession and theconditions thatestablish it,considering thatthe learningof

“Um olharacerca do sentido daexperiência naformação de professores” “Aaprendizagem da prática docentena pós “Aprendizagemdocente ensinono superior: processos formativos deprofessores estudantese “Constituição da prof da “Constituição A omço otnaa e rfsoe d Cro e iet e s osbldds de possibilidades as e Direito de Curso do professores de continuada formação “A eadn te erig f ecig atos si an Isaia authors teaching, of learning the Regarding entitledUFSM,fromtheSandrialso of (2017), thesis The The thesis of Debus (2017) defended in the Federal University of Santa Maria with MariaSanta of UniversityFederal the defendedin (2017)Debus of thesis The teacher in experience of meaning the at look “A (2017), Santana of work The and 2017 yeas the between theses 154 found we education, teacher for Searching

6 fo te otfcl ahlc nvriy f i Gad d Sl (PUCRS), Sul do Grande Rio of University Catholic Pontifical the from , o da prática docente reflexiva crítica” reflexiva docente prática da o teaching practice of higher education professors specifically in practice of teaching higher specifically professors the education

essoralidade no ensino superior: percursos de professores Bacharéis emBacharéis professores de percursossuperior: ensino no essoralidade ssors, more specifically professors of Administration Course. 4

n i oe f h fw w few the of one is and

as the Works of Silva (2017) “Constitution of the the of “Constitution (2017) Silva of Works the as ctured into knowledge in teacher education. The thesis

- graduaçãoem administração”

econstructionof experiences (ISAIA rs ht drs a Postgraduate a address that orks g of educators and students in in students and educators of g

3

Vol. icse h educational the discusses Bla (07 cn be can (2007) Bolzan d “The learning of teaching teaching of learning “The 7 6

, n. , n. also conducted in the in the conducted also

1

, e Jan - ISSN 2447nº uary - March

. - 2020 4266 5

Revista Observatório, Palmas, v. 6, n. 1, p. 1-21, jan.-mar. 2020 DOI: http://dx.doi.org/10.20873/uft.2447-4266.2020v6n1a2en 5 § process that permeates moments of crisis, setbacks, advances, and discontinuities that discontinuitiesand advances, setbacks, crisis, of momentspermeates that process teaching discuss to also and area methodologies the for the learning inof teaching of educators professional in the area. the for strategies education Brazilian the is there Teachingof courses, Communication/JournalismAssociationof Social the of case the knowledge.Regardingareaof Communicationthe Information,and specificallymore in constructionthein ofthe professorswho teachin Licentiateand Bachelor’s Courses. of professores” 8 to learning and rationality strategies (POZZO, 2007 The subject. a about different ways questioning of managing andknowledge, therefore, problemsrange from simple creatingtechniques and skills about also but problems, knowledge”. It own their “builds the that understanding the is there so knowledge”, “transmits teacher the that idea the convey dis learningprocesses contemporarythein bring context. Engers(2007) teacher, statesthat, currently, we a be to learning the understand eBOLZAN,ISAIA 2007). 2008; ISAIA, e (BOLZAN practice teaching the learns someone how of comprehension a processes and educational personal the teachers’ and the trajectories, professional knowing involves that process complex a of learning as the teaching discuss also authors These others. with relationship the the in through unfolded place takes thenat and skills, knowledge, teaching experiences, of appropriation of learning The trajectories. educational structureteachingnetworkthetheand oftrajectories teachers’theechoedare inown traced by the teacher from their initial education to their teaching practice. havetoan impact educationon needs anorganized orientation, which follows thepath in which this professional works. Thus, the permeate,choicesince the forteaching, theinitial education andthevarious institutions

Iaiáis sbrs fzrs o nio ueir poess omtvs o omdr de formador do formativos processos superior: ensino no fazeres e saberes “Imaginários,

teachereducators” Isaia and Bolzan (2007) point out that the teac the that out point (2007) Bolzan and Isaia from aStarting brief at look we can these investigations, see education that teacher nes 20) Pzo 20) Tvrs 20) n Mce (08, ekn to seeking (2008), Maciel and (2007) Tavares (2007), Pozzo (2007), Engers edu these that state (2008) Isaia and Bolzan

8

addressed the knowledge and practices of teacher education for education teacher of practices and knowledge the addressed

learningteachingof recurringais themedifferent in areas of Journalism (ABEJOR) which seeks to leverage teaching and teaching leverage to seeks which (ABEJOR) Journalism

educational process experienced by the subject ).

s o aot ecig o t solve to how teaching about not is

cation processes that make up the the up make that processes cation hing path is formed by a complex a by formed is path hing cussions regarding teaching and and teaching regarding cussions titudesmaterializedarethat and

s necessary factors for the the for factors necessary s Vol. 6 , n. , n.

1 , e Jan - ISSN 2447nº uary

- March . - 2020 4266

Revista Observatório, Palmas, v. 6, n. 1, p. 1-21, jan.-mar. 2020 DOI: http://dx.doi.org/10.20873/uft.2447-4266.2020v6n1a2en 6 § learning. and teaching from different something about talking are we since essential becomes andlearningof teaching Education ofprofessors in thesecourses. learningthe ofteaching, especially concerning Bachelor’s Courses andtheperformance educationalprocessesveryare fragilemomentsanddebate of exchangeandthethat of modes o alienating the by articulated is still and was it as embryonic, very still is (2017), Baptaglin to according however, awareness, This becoming. their and work their about awareness different times, spaces,and realities. theexperience not is enough, it isnecessary to reflectonit, understand how it occursat cultural realities for the teacher and the student education to be successful. For the author, with articulated theand we pedagogic practice, need and times, spaces relatio first ourofwhat conception to it meansabe teacher. in present be scho already our can in processes, they educational but teaching, of intention the to related educationalnotingtheworththattrajectory.trajectories directlyis notHowever, areit these enjoys and themselves inserts appropriatesperson them, a way accomplishment, theand itsfor means education,but experiencesand directions he or she takes. th on based trajectories educational her or his establishes who subject the is it words, other In it. to means their finds and process education own their for responsible one Understanding the discussedbeproblematizedand muchtowe concerningis realizethere that Thus, From the insertionthespace,FromBaptaglinHEIstheinto (2017) realizes offeredthe that know,though,We understood be to processes educational the for (2017), Baptaglin for this, Despite admit,We then, that thedevices, the learningcontents, and thecurriculum are not Ferry(2004) alsopoints outthateducation comes fromoneself, personthe isthe

f production and insertion in the labor market. labor the in insertion and production f formas para cumplir con ciertas tareas para ejercer un oficio, una una oficio, un ejercer para tareas profesión, ciertas un trabajo, conpor ejemplo (FERRY, cumplir encontrar 2004, p. 54). en para consiste formaciónformas la es que personal desarrollo este l soportespuedendeser O sea que laenseñanza y elaprendizaje pueden entrar enla formación,

that this is a very recent practice and that it needs the subject’s subject’s the needs it that and practice recent very a is this that meaning of the concept of teacher education, in this perspective,

oling experiences, as we are already building our our building already are we as experiences, oling ah i wa wl cnttt ter educational their constitute will what is paths

a formación, pero la formación, su dinámica, dinámica, su formación, la pero formación, a

Vol. 6 , n. , n. 1 , e Jan - ISSN 2447nº

uary ns with the the with ns - March . - 2020 4266 e

Revista Observatório, Palmas, v. 6, n. 1, p. 1-21, jan.-mar. 2020 DOI: http://dx.doi.org/10.20873/uft.2447-4266.2020v6n1a2en 7 § teacher will developactivityteachergeneralwilltheirarticulatingmanagementthethewithand it seek to expand their learning possibilities, building must theirteacher the teaching so spaces, educational professional other many so in trajectory.and works teacher the which teaching occurs not only in the initial education but also in the space of the institution others,mediationwiththroughlearningsocialization.understandofthe thatwe Thus, professional herdevelopment. or his deepen or consolidate to spaces other enter to having learning, her or his generally falls on the teacher, who has an impression of unfinishedness, for the pursuit of non nearly are peers between knowledge wouldallowcategories usthat to considerations. make some an presentto teaching, of learningthe torelated education their during Lattesplatform and after an inquiry viaemail related to theactivities carried out by them the inPPGCOM theand CCOS the professors ofofresumé theinformation inpresent Teachereducation based onthe learning of teaching same the of educational part space. are that students and teachers integrate that actions extension and as disciplines shared offering, joint events, meetings, and proposa such actions integrated on based possibilities educational different of articulations and experiences of existence the notice can we part, are PPGCOM the and CCOS the which Undergraduate courses, although these are still incipient and not institutionalized. educational experiences based on the existing relations between the Centers and different However,emphasizewe that, inthis institution, processes. theCCOS andthe PPGCO educational own their from teaching learn teachers UFRR’s, the like culture andsearch the autonomy drives the that a situation actions, pedagogical teacher’s the of redimensioning and look reflective a imply may activities these of understanding the (2008), Bolzan For teacher. the by made strategies didactic teaching practice inaction, the which start todemonstrate oftheorganization and r processes the to related also is activity This HEI. the of organization Baptaglin (2017) also tells us that it is in the teaching production spac production teaching the in is it that us tells also (2017) Baptaglin Still n h aayi o te aa rvn n hs td, e ogt bsd n the on based sought, we study, this in driven data the of analysis the In the Center andof In Communication, Languages, a Arts the (CCLA), believeWe that these structures areneeded understandto how, aninstitutionalin

according to Baptaglin (2015), we must say that education takes place through through place takes education say wethat must (2015), Baptaglin according to

- xset Te epniiiy f hs situation this of responsibility The existent.

for knowledge. for

Vol. ls for teaching, research research for ls teaching, 6 , n. , n. eorganization of the the of eorganization 1 , e Jan - ISSN 2447nº cademic of unit d discuss some some discuss d uary M use internal internal use M

- e that the that e March

public

. - 2020 4266

in

Revista Observatório, Palmas, v. 6, n. 1, p. 1-21, jan.-mar. 2020 DOI: http://dx.doi.org/10.20873/uft.2447-4266.2020v6n1a2en 8 § Table1 ( 17 are analysistheteacherspartinvestigation.corpustheofthisarewho of

To build these categories, we initially propose to present the educational data of dataeducational the present to propose initially wecategories, these build To

seventeen) professors (Table 1): Professors in the CCOS the PPGCOM PPGCOM the CCOS the in Professors

–

UFRR

Vol. 6 , n. , n. 1 , e Altogether, there there Altogether, Jan - ISSN 2447nº uary - March . - 2020 4266

Revista Observatório, Palmas, v. 6, n. 1, p. 1-21, jan.-mar. 2020 DOI: http://dx.doi.org/10.20873/uft.2447-4266.2020v6n1a2en 9 §

11 10 9 8 7 6 5 4 3 2 1

Professor Professor Professor Professor Professor 07 Professor 06 Professor 05 Professor 04 Professor 03 Professor 02 Professor 01

11 10 09 08

Master’s degree in Communication Scie Communication in degree Master’s Bachelor’s Socialdegreein Communication/Journalism Postdoctorate in Languages UniversidadeAutônoma de Barcelona Doctorate Science Comunication in degree Master’s Bachelor’s Socialdegreein Communication/Journalism Advertising and Communication/Publicity UNISINOS. Social in degree Bachelor’s Languages, in Doctorate Languages in degree Master’s Bachelor’s Socialdegreein Communication/Journalism Licentiate degreein Languages Venezuela. Rodriguez, Simón Experimental and Philosophy inPostdoctorate ofCoimbra Communication Social in Doctorate Master’sdegree Mediain Communication Bachelor’s Socialdegreein Communication/Journalism Postdoctorate in History History Modern in Doctorate Jornalismo in degree Master’s Licenciatedegree in History Bachelor’s Socialdegreein Communication/Journalism in Doctorate Psychology in degree Master’s Bachelor’s Socialdegreein Communication/Journalism Doctorate in Communication Communication in Doctorate Communication in degree Master’s (FGV). Administration Business in MBA Journal Political in Specialization Bachelor’s Socialdegreein Communication/Journalism DoctorateMediain Communication Science Communication in degree Master’s Education Higher for Teaching in Specialization Bachelor’s Socialdegreein Communication/Journalism Portugal. progres in Doctorate Science Communication in degree Master’s Bachelor’s Socialdegreein Communication/Journalism Science Communication in Doctorate Education in degree Master’s Specialization Socialin Communication Ribeirão Preto Communication/Journalism Social in degree Bachelor’s Graduaçãoem Licenciatura em Teologia Australia. Communication in Doctorate Science Communication Portugal. in degree Master’s Bachelor’s Socialdegreein Communication/Journalism Sociology in Doctorate SOCIALCOMMUNICATION/JOURNALISM COURSE

in Communication and Information Information and Communication in

–

Social History History Social

Portugal. - SP.

i Cneprr History Contemporary in s

–

– Literature and Culture Culture and Literature UFC.

UFAM. – –

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UFRJ. – –

– –

UNICENTRO. UFRR. – –

– UFF. UFAM. UFMG.

UERJ,with aperiod at the –

UFPB. UFSC. ism(AVM). UCB.

UFPB.

ua Science Human

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Vol. –

ISTEP

UNISINOS. – – – UFSM.

USP. USP. USP. 6

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– 1 Universidade do Porto, Porto, do Universidade , e – Jan Universidade de Évora, Évora, de Universidade -

ISSN 2447nº

nvria Nacional Universidad

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UNICENTRO. UFRR. UFRR. UFJF. UFC. UNISINOS. UFPB. UCPel. UFRR. UFV. -

CurtinUniversity

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. - 2020 4266

– –

10 Revista Observatório, Palmas, v. 6, n. 1, p. 1-21, jan.-mar. 2020 DOI: http://dx.doi.org/10.20873/uft.2447-4266.2020v6n1a2en §

Social in degree Bachelor’s a has teacher (one) 01 variants; its and/or Journalism Ba a have them of (twelve) education first their as degree Bachelor’s a have teachers (seventeen) 17 the of thepredominance ofprofessors with Bachelor’sa degreeisclear. Altogether15 (fifteen) possible. provided, some other educational experiences that made the learning of teaching process 3 lastly, and, level; disc of possibilities the consequently, and, and possibilitieselements of teacher the education; 2 to them relate and teachers the of education initial the present 17 16 15 14 13 12 The The professors01, 03,02, 05,04, and06, of07the Social Communication/Journalism Course are

About the Initial academic 1 were: defined categories analysis The CourseVisualin CourseVisualin CourseMusicin Worked in the in Worked Works in the in Works the in Works Professor 17 Professor 16 Professor 15 Professor Professor 13 Professor Arts Arts Arts

Licentiate Licentiate Licentiate –

UFRR – –

UFRR UFRR

14 12

POSTGRADUATEPROGRAM INCOMMUNICATION –

Postdoctorate in Arts and Musicology at the UniversityUnitedStates. of Trás Music in Doctorate History in degree Master’s Bachelor’s Musicdegreein Rodriguez Simón Experimental Science Human and Philosophy inPostdoctorate – Education in Doctorate Education in degree Master’s Heritage Cultural in degree Master’s Management Educational in Specialization andBachelor’s Licentiatedegree in Drawing in and PlasticArts Communication in Doctorate Communic in degree Master’s Bachelor’s Socialdegreein Communication/Journalism Borders and Society in degree Master’s in Specialization Bachelor’s Socialdegreein Communication/Journalism Amazon the in Education in progress in Doctorate Education in degree Master’s Marketing in Specialization Bachelor’s Socialdegreein Communication/Journalism Doctorate in History History in Doctorate Master’sdegree Socialin History and RegionalCulture Licentiate degreein History DouroAlto dctoa taetre, hr w peet bsd n reports on based present, we where trajectories, Educational

Portugal. Portugal. hlrs ere n oil omncto seilzd in specialized Communication Social in degree chelor’s education of the teachers of the CCOS and the PPGCOM, also partalsoof the PPGCOM/UFRR. –

– Postgraduate studies, where we present the education

Portugal.

Intercultural Anthropology Intercultural – –

iplines and educationalthis atactionsiplinesandtaken

UFPE. Montana of University the at period a with UFBA, –

UFSM, with a period at the Universidade de Lisboa Lisboa de Universidade the at period a with UFSM, – – – –

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UPF.

UPF. nta aaei euain wee we where education, academic Initial

Estácio Amazônia. Estácio – – – ation Processes Processes ation UFRPE.

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Venezuela.

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11 Revista Observatório, Palmas, v. 6, n. 1, p. 1-21, jan.-mar. 2020 DOI: http://dx.doi.org/10.20873/uft.2447-4266.2020v6n1a2en § are contained in the great area of Communication and Information, what predominates predominates what Information, and Communication of area great the in contained are educational processes of the teachers of the CCOS and the PPGCOM. Because the courses Communication/Journalism. History. There is also 02 (two) teachers with a second degree degree education L have teachers more (two) 02 And Theology. in oneother the andHistory, Languages, inanother Licentiatedegreeonein a has one are in the degrees Bachelor’s Communication specialized in Publicity and Advertising; and 02 (two) other teachers with preocupada.” especialmente está ela que total, organização da particulares formas as 9 insociety, which we form and which form us. fromcannot excludedbe relationswith the s education and practice. We then consider, according to Leontiev (1984), that human work contextofsubjectoutside thea ofthink possiblenotto teacher,consideringis itthat unde the of realization the for aspects determinant subjects belonging to that space/place and time. c academicof concerned” especially is it which withorganization, total the of formsparticular the them, between “[…] must be more than the sum of part,came from other fields where Licenciate courses were common.more foundingp thethat known of generation third) (or is it this, second contrast toCommunication Initself.the within already a forgedField teachers of part are analyzed professors the of Most Brazil. qualification. professional first their sought members faculty analyzed Communication is by nature an area of Bachelor’s courses and it is there that mosteducatio of initial the the is

“[...] deve ser mais do que a soma das histórias particulares, pois é com as relações entre elas, elas, entre relações as com é pois particulares, histórias das soma a que do mais ser deve “[...] h dt analysi data The (three)03Onlyteachers Licentiate ahave degreefirst theiracademic as degree The dimensions of the teaching culture and the academic culture are, therefore, are, culture academic the and culture teaching the of dimensions The AccordingWilliansto (1969, VIII),p. historythe ofculture, historythe context aof of part reflects finding Such 9 . The author highlights in this excerpt his concern not only with the historicity ulture but with the relations that are established between culture and the andculture betweenestablishedare relationsthat the with but ulture –

one in the area of Drawing and Plastic Arts, and the other one in in one other the and Arts, Plastic and Drawing of area the in one ftahr ht ee o rie t etahr. h ae oof area The teachers. be to trained not were that teachers of n mks la a lat w mi nacs rsn i te initial the in present nuances main two least at clear makes s

rofessors and researchers of this area in Brazil, for the most the for Brazil, in area this ofresearchers androfessors

as of Drawing and Plastic Arts, and Music. and Arts, Plastic and Drawing of as

the process of maturity of the Communication Field in

the individual histories, because it is with the relations itwith is relations the because histories, individual the

ocialandcultural space, that is,from thelife

cnit dges s scn higher second a as degrees icentiate

rstanding of the learning to be a a be to learning the of rstanding –

Vol. Bachelor’s degree in Social 6 , n. , n.

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12 Revista Observatório, Palmas, v. 6, n. 1, p. 1-21, jan.-mar. 2020 DOI: http://dx.doi.org/10.20873/uft.2447-4266.2020v6n1a2en § 3 tre ae pcaie i áes eae t Junls ad 1 oe i te ra of Anthropology. area the in (one) 01 and Journalism to related áreas in Specialized are (three) 03 in Teaching in Higher Education and the other one in E (two) sought qualification 02 degrees, inareas related Specialization toEducation with professors (six) 06 the Of courses. Specialization professors sought to improve their abilities to teach already in Post licentiate courses in the process of the teachers’ initial education, meant that some of the cultural the at and Musicology. Art and Science, Human and PhilosophyareasHistoryabroad,Languageofthethem(three)and areas; in 03of and research projects Postdoctoral of developed also profe of number total the Of country. the outside process doctoral started their doctoral studies. has a doctorate in So History(01 in progress); 02 (two) have in Education (01 inprogress); 01 (one) teachers having their education in other fields of knowledge: or 04 (four) have doctorates Information, in and CommunicationSciences. Thislevel Communication Communication, Media Communication, Social doctorates in had them of (07) Seven Communication Field. the to related courses in Borders. Master’s a has (one) degree 01 inLanguages; and 01 (one) hasa transdisciplinary Psychology; master’s degree inSociety and in degree Master’s a has (one) 01 History; Social CulturalotherteachHeritage.the Of Education in degree Master’s their had Media Communication, and/or Journalism and its variants. Three (03) professors, however, Master’s greater degree in Communication, However, Co field. Communication variability the was found inthese educational experiences. There are 09 (nine) teacherwith a to related predominantly education, concernedprofessorsare improvingwith When we analyze the qualifications at the Master’s level, it is also clear that the that clear also is it level, Master’s the at qualifications the analyze we When The clear lack of pedagogical training, evidenced by the innocuous contact with the From this perspective, this study pursues a closer look at teacher education and also Of these,06 (six)professors havehad experiences abroad,doing all or partof their RegardingDoctorate,

-

historicalcontext of thework of the CCOSand thePPGCOM pr ciology; 01 (one) in Languages; 01 (one) in Music; and 01 still has not not has still 01 and Music; in (one) 01 Languages; in (one) 01 ciology; thequalification ofthe analyzed teachersalso predominates

, however, has a reversal of trend, with most of the the of most with trend, of reversal a has however, , ers, 02 (two) have a Master’s degree in History or or History in degree Master’s a have (two) 02 ers, mmunication Sciences, Communication Processes, Processes, Communication Sciences, mmunication

– their knowledge in areas related to their initial initial their to related areas in knowledge their

one of them also had a Master’s degree in in degree Master’s a had also them of one

– –

02 (two) of them in the country, in the

01 (one)01 teacher hasaSpecialization ducational Management. The other other The Management. ducational Vol. 6 graduate Programs, in , n. , n. ssors, 05 (five) have have (five) 05 ssors, 1 , e Jan - ISSN 2447nº uary ofessors. - March . - 2020 4266

13 Revista Observatório, Palmas, v. 6, n. 1, p. 1-21, jan.-mar. 2020 DOI: http://dx.doi.org/10.20873/uft.2447-4266.2020v6n1a2en § inhigher education. the teacher education, given the professional direction taken towards the field mentioned,of wecanthatsee the master’steaching anddoctor’s degrees bringsomeone closer practice” pedagogical the about conceptions their revealing action, of mode professors’ the of factors defining are trajectories professional and personal to perhaps fill the gaps in their pedagogical education or for working in the classroom. deg noticea can progressive approach with differentfieldsof knowledge to(closerLicentiate theCommunication Field toother fields ofknowledge. Based ontheSpecializations, we novidades,transformando oseu presente” produzircontribuipara queindivíduo umfuturo, o projetadoparasujeito um dele 11 professor, revelando suasconcepções sobre ofazer pedagógico” 10 be improved. to need regard this in strategies institutional that and teachers, PPGCOM the and CCOS clearisit that this knowledge sharing is still incipient and informal in the practice of the present” his transforming novelties, build and making them someone designed for the future, an individual who contributes to produce socio and personal them return, there is the sharing of knowledge between peers, considering that they “b cultural local from the comes certainly education in Roraimaor theNorthern Regioncorroborates with suchobservation. only 03 (three) of the teachers of the CCOS and the PPGCOM have completed part of their co the in qualification a for looking up end one and education teacher than other choices no were) there (or is there cases, many In go. to way whichchoosing in factor decisive th and areor taking theirdoctorates inother areas. qualification in other fields of knowledge teachers analyzed, despite still having a strong bond with t

“traz consigo elementos pessoais e socioculturais, além de colaborações anônimas, fazendoanônimas,colaborações desocioculturais, além e pessoaiselementos consigo “traz urses,programs and/or areas of knowledge that wereaccessible to them.The fact that a taeóis esas poisoas ã ftrs eiioe ds m dos definidores fatores são profissionais e pessoais trajetórias “as rees),especially thefields of Education, History, and Transdisciplinary,with thedesire hs ore, codn t Iaa n Bla (07 p 10 sos s ht “th that us shows 110) p. (2007, Bolzan and Isaia to according journey, This At this level, Th Amazon the like region a in education formal to comes it when that, obvious is It the of most which at level, Doctorate the from evident more even is trend Such e context of Roraima, we also need to consider the element of opportunity as a a as opportunity of element the consider to need also we Roraima, of context e is denotes the search for education in teaching training in other HEIs. This search search This HEIs. other in training teaching in education for search the denotes is

the data show a shift in the priority education axis of the teachers from

-

utrl lmns i adto t aoyos collaborations, anonymous to addition in elements, cultural

-

historic educational need, and after the teacher’s teacher’s the after and need, educational historic –

as pointed out, 09 of them have already taken taken already have them of 09 out, pointed as

11

(ISAIA;BOLZAN, 2007, p. 17 he Communication Field, seek

Vol. 6 , n. , n. odos de atuação do do atuação de odos 10 1 , Ad a already as And, . e Jan - ISSN 2447nº uary 3).However, - March e construir construir e ring with

. - 2020 4266

to

e

14 Revista Observatório, Palmas, v. 6, n. 1, p. 1-21, jan.-mar. 2020 DOI: http://dx.doi.org/10.20873/uft.2447-4266.2020v6n1a2en § efforts of teache the involves (2007), Bolzan and Isaia to according which, professorship of construction teaching (ISAIA and BOLZAN, 2007). e an as stages postgraduate and undergraduate the detail more in here enter to try will we however, educational stages, different in upprofessionaland articulationexperienceseducationalpersonaltrajectorythe involves of ended experiences will we educationalwhich trajectories main the Such of some configuring possible. process teaching of learning teachersthe themselves, otherthemostofsome significant experiences thatthemade Methodology;TeachingImprovement Program, etc. theirin master’s ordoctoral Education studies. Higher as such coursesAlternative Learning taken having reported them of teachers’reports thespecificis courses takenduring theirtrajectories. Atleast(four)04 that’s why we highlight its importance. and educationteacher in experience definitive)(and first their was this level,education first Bachelor’sas a degree their had that ones especially the For some, studies. Doctoral t took they where the in Communication/Journalism) Social TeachingInternshipin and/or AssistedUndergraduate Teachingthe in Courses (mostly does not seem t facteducation.higherThis teachers in of role the on PostgraduatetakePrograms that the of students scholarship the is it that assume to reasonable seems it Brazil, in even their studies financed by some funding agency. Programs and are mandatory items in most curriculums for scholarship outstudents, standwho had also Teaching Assisted Master’s,and Doctor’s levelsof education, theexperiences Specialization,aforementioned the to addition In studies.postgraduation in developed seethat some ofthem are bound tothe processes ofteaching and learning ofteaching professorship. construction of this the for lever the is professional knowledge and pedagogical specific, of sharing the h atclto o euainl rjcois n cdmc utr poie the provides culture academic in trajectories educational of articulation The we trajectories, Educational of category the In Anothereducatio Of the CCOS and PPGCOM faculty members, 09 (nine) reported having experiences CCO the In This, when addressing the educational trajectories of the stu o be pure coincidence. pure be o rs and institutions from which the articulation of mediation spaces where S and the PPGCOM, in Roraima, in the Northern Region and perhaps perhaps and Region Northern the in Roraima, in PPGCOM, the and S

Methodologies;EducationEducationHigherJourneysTeaching;in nalexperience related topostgraduate studies thatappear in the

–

hs ae rqet opnns n Postgraduate in components frequent are these

uainl ou fr h lann of learning the for locus ducational sought to list, from reports sent by by sent reports from list, to sought the that clear is It next. detail ofTeaching Internship and/or Vol. died professors, we can 6 , n. , n. 1 , e Jan - heir Master’s or or Master’sheir ISSN 2447nº

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15 Revista Observatório, Palmas, v. 6, n. 1, p. 1-21, jan.-mar. 2020 DOI: http://dx.doi.org/10.20873/uft.2447-4266.2020v6n1a2en § their educational trajectories; as well as Special Projects Undergraduatecourses were mentioned by 03 (three)teachers as important elements in 04(four) of the CCOS and the PPGCOMfaculty memb are since overlooked, be cannot Schools, andPublic State or Municipal coursesin exclusively conducted Licentiate the for mandatory are which Internships, Teaching the teachingcarried outatthe Undergraduatelevel also (and in somecases nearly definitive) locus to thelearning of teaching. professorsandintheCCOS PPGCOM, teache a as worked havingreported professor PPGCOM the and CCOS the of (03) ThreeEducation. Distance process. we versatility, This was education. in work of it front one than more in members, simultaneously work to faculty them for common PPGCOM the and CCOS the of 17 the by shared today UFRR, other teachers. (two) 02 by experience teaching an as important reported is lessons private of adventure Education Elementary or Secondary mentioningare theirexperiences and p out as a way of entering the education market by 07 (seven) of the professors. Also worth is thepractice as a Substitute Teacher in Technical Schools or Public Universities,pointed education marketfor 08 (eight) of theteachers of the into entry of way main the is Universities Community or Private in Hired Professor a theEducation Market.In thisaxis, we can pinpoint fourmain trajectories. Thepractice as inthe whole of the educational trajectories. studies and that, at least for the teaching staff considered, these spaces are also relevant c teaching of learning etc. Admittance, College for mentioned Courses by other 03 (three) Preparation teachers. free Courses, Short Workshops, Scientific Initiation Projects and Teaching Assistance Programs conducted within within conducted Programs Assistance Teaching and Projects Initiation Scientific of learning and teaching of processes the to related trajectories Educational the for that,denote therefore reported were experiences that of types two These f h tahr’ akt xeine, e a as mnin h oe rltd to related ones the mention also can we Experiences, Market teachers’ the Of worth is It ConcerningMarketExperience, reportsthepointt the out the programs, Licentiate to addition in that therefore, mentioning, worth is It

noting, however, that before the regime of Exclusive Dedication to the DedicationtoExclusive of regime thebefore thathowever, noting, believe, contributed with unique features to this teacher education education teacher this to features unique with contributed believe, r, in the production of didactic material, in project management, inmanagement, project in material,didactic of production the in r, an also happen in other educational spaces of Undergraduate Undergraduate of spaces educational other in happen also an

–

the Postgraduate studies are indeed an important important an indeed are studies Postgraduate the 04 (four) of them share this experience.thissharetheAlso,them of (four) 04 racticeasteachers inPrivate Publicor Schools of

the CCOS and the PPGCOM. Following Following PPGCOM. the and CCOS the appear in the reports. In this stage, stage, this In reports. the in appear ers have a licentiate degree. licentiate a have ers of Extension or Teaching, such as Vol. eachers’ experiences in in experienceseachers’ 6 , n. , n. 1

, e Jan - ISSN 2447nº uary - March

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16 Revista Observatório, Palmas, v. 6, n. 1, p. 1-21, jan.-mar. 2020 DOI: http://dx.doi.org/10.20873/uft.2447-4266.2020v6n1a2en § reportof professor 16, 15, 11,and 06when they state that: the by clear made is This teaching. of learning the of process constant a to up lead and appear as important educational experiences for 03 (three) of the teachers in their reports. workshopsandextension,alsocoursesshort educationorprojectseducation, special of Education Centers. methodologicalandpedagogical actions fordistance learningcoordinating or Distance experiencesrelatedtotheteachingpractice andarewhen these themoments they start that needs intervention h and educational the of perception the with and experience from mainly also, and way this in teachingprofessionhappens identificationthe with them, For it. perform to desire subject’s the by permeated is that practiceteaching andclassroom in terms ofadministrative work.The reports demonstrate contact with th the of terms in professionalization, both their for factor challenge the and teaching appen in the subject’s dialogue with their socio with their dialogue subject’s in the appen The experiences presented by the teachers establish their educationaltraje their establishteachers the bypresented experiences The extended rural development, of agents as working as such experiences Past h poesr wo ok at n h rsac rpre sm educational some reported research the in part took who professors The of learning the of factor continuous the highlight can we reports, teachers’ the By

orbits it reinforces the teaching profession. The same goes for my my for goes same The profession. teaching doctorate.(Teacher the 06, 2020). reinforces it orbits inter the highereducationNorthernthein relatedwasregion; totheotherone the promotion of scientific events at especially challengi severalactions, such as the first versions ofthe Pedagogical Projectand improveandCoursethebuilddeterminedtowasin needthe One by h in catalyzethe engageto able to bemightthatextensionresearch andprojects andof classroom the outside teacher” a “be to ability the addit necessary,especially higherineducation in publicatuniversities, haveto that believe also I environment.(Teacher 15, university 2020) and school the in embedded already teaching of practice a by discouraged and/or blocked was activities different in engage to fundame were The education. higher to sharing basic relationship from with colleagues experiences and the several collective learning had at times have I interdisciplinary th curriculum components. else everything (Teacher 16, in 2020) also but study,areaof my to close somesubjects,several worked on have I uman aspect of student’s education. (Teacher 11, 2020). 11, (Teacher education. student’s of aspect uman - ntttoa mse’ cus. eerh n eeyhn that everything and Research course. master’sinstitutional

ntal.However,worth isnoting it thatsometimes thewill at the others did not want to teach. Even Even teach. to want not did others the at - cultural context (VYGOTSKI, 1995). (VYGOTSKI, context cultural o t hvn go tahn sil, t is it skills, teaching good having to ion

Vol. 6 , n. , n. 1 , e Jan - ISSN 2447nº ng times for the uary

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17 Revista Observatório, Palmas, v. 6, n. 1, p. 1-21, jan.-mar. 2020 DOI: http://dx.doi.org/10.20873/uft.2447-4266.2020v6n1a2en § essentialthing alsois to understandhow teachers facethese crises and theirchallenges. intersubjective and intrasubje the to addition in that out point (2008) Bolzan and Isaia needs. unique some has areas, teachingpractice. Each teacher, based ontheir experiences education in and/or practice ranging aspects outline teacher each Final remarks needs. educational their and choices of their aware processthe of deformação, pois ambos compreendem movimento o construtivo dos professores” 12 the in others, with conversation the in therefore, is, It education. teacher during dimensipedagogical of theconstructive movementof teachers” intrinsic relation the understand to possible is it “[…] relation this on based Thus, dimension. strategiesfavortothemastery specificof knowledge, articulating withthepedagogical achievement. shared and social a is classroom.It the in practiceby made is collaborativethatposture a required students’ education teaching practice involves the learningthe that clear is it way, this In area. work their workplacetheextraanincentivechallengesemergein teacherfaceasthethe forto in se this in and, group a as and groupsas theyfind, centerin the of the labyrinth, their true self. movem the is path to be followed by the teachers aiming to solve their crises and challenges. Its essence tortuouscollectiveprofessionalrepresentingthe selves, the and individual the between tea the of education

“[...] é possível compreendermos a intrínseca relação entre processos formativos e trajetóriascompreendermosformativospossívelprocessoseintrínsecaentrerelação éa “[...] Thus, the experience of “conflicts” can be seen as an essential component to the to component essential an as seen be can “conflicts” of experience the Thus, by experienced processes educational the that found we study, this Throughout hs i cn e enta temseyo seii nweg atcltd ih the with articulated knowledge specific of mastery the that seen be can it Thus, The process of l process that and educated also are they educate, teachers that extent the To individual an as teacher the of relation the in constituted is self professional This

between educational processes and educational trajectories because both consist

n ad h sac truh hc tahr fe sf wt sbet and subjects with safe feel teachers which through search the and ent makingtheir ownconscience andtrigger reflections thatwill makethem al development and the teacher self teacher and the development al on is triggered by different times and factorsexperienceor beforeanddifferent times by triggered is on hr o te CS n te PCM s t opie te relation the comprises it as PPGCOM the and CCOS the of chers earning of teaching places the teacher in face of a challenge of using

ctive relations and the relations of a teacher as a person, the the a person, as a teacher of relations the and relations ctive experiences the and colleagues with conversation the nse,

from initial education to the beginning of their their of beginning the to education initial from 12

(ISAIAe BOLZAN, 2008, p.122).

- educating. Vol.

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18 Revista Observatório, Palmas, v. 6, n. 1, p. 1-21, jan.-mar. 2020 DOI: http://dx.doi.org/10.20873/uft.2447-4266.2020v6n1a2en § BOLZAN, D. P. V. Aprendizagem Docente e Processos Formativos: Novaperspe Formativos: Processos e Docente P. D.V. Aprendizagem BOLZAN, de continuada A Formação M. M. T. BATISTA, de cursostécnicos os para um olhardadocência: A. Aprendizagem L. BAPTAGLIN, R to face thei with articulation other types of knowledge and in facing challenges that the teacher starts MACIEL,A. M. geratividadeA docente na Educação Superior e os mo LEONTIEV, A.N. Actividad, Conciencia,Personalidad. México:Editorial Cartagode S.BOLZAN, ISAIA, A; D.P.M. V. Compreendoos movimentosconstrutivos dadocência S.BOLZAN, ISAIA, A; D.P.M. V. profissão Construção da docente/professoralidade em HAUTRIVE, G.F.Apren FERRY, G. Pedagogía de la formación. M.M.E. ENGERS, A.; MOROSINI,C Imaginários,I. S. DEBUS, efazeres saberes ensinonoprocessos formativos superior: do em formativos processos colaborativa: S. A. Aprendizagem ISAIA, M. P. D.V.; BOLZAN, efer ences paraa Educação Básica e Superior. Projeto de PesquisaInterinstitucional e doutorado doPrograma dePós possibilidadesde desenvolvimento da práticadocente reflexiva crítica. Tese de ensino médio integrado. Curitiba: Appris,2017. formativos para o desenvolvimento profissional. profissional. desenvolvimento o para formativos México, 1984. p.43 N.26, superior: construções Reflexões e práticas em pedagogia universitária. Campinas, SP: Papirus, 2007. de Graduação em Educação da UFSM, 2016. sobre a escrita da língua de sinais. Tese de doutorado do Programa de Pós publicacioneseducativas y materialdidáctico, 2004. EdiPUCRS, 2007. Alegre: Porto Ries/PROMEX. Série da Educação UFSM, 2017. de Pós Programa do doutorado de Tese professores. de formador construção. Ana (02 Integrado bate: desafiospara a educação superior.In: CUNHA, MariaIsabel (org.).

r limits and perceive their possibilities of education and practice. and education of possibilities their perceive and limits r - 59, Jan./Jun. 2008. Jan./Jun. 59,

- 1734 dizagem docentedo professor surdo:a produção de saberes is da VII Anped Sul, Itajaí/SC, 2008. Itajaí/SC, Sul, Anped VII da is - 2). Relatório de pesquisa. CNPQ sobre pedagogia universitária. Linhas críticas, Brasília, V.14, V.14, Brasília, críticas, Linhas universitária. pedagogia sobre

. (Org.) Pedagogia Universitária e Aprendizagem. V.2. V.2. Aprendizagem. e Universitária Pedagogia (Org.) .

- – Graduação em Educação da UFPI, 2017.

1ºed. 1ºreimp. Buenos Aires: Centrode professoresdo curso dedireito e as

In: ISAIA,In:S.M.BOLZAN, A; D.P. V.

–

PPGE/CE/UFSM,2008. Vol. 6 , n. , n. vimentos (trans) (trans) vimentos 1 , e Jan - - Graduação em Graduação ISSN 2447nº uary

-

March ctivas ctivas -

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19 Revista Observatório, Palmas, v. 6, n. 1, p. 1-21, jan.-mar. 2020 DOI: http://dx.doi.org/10.20873/uft.2447-4266.2020v6n1a2en § SANTANA, A. F. T. Um olhar acerca do sentido da experiência na formação de formação na experiência da sentido acerca do olhar T. Um F. A. SANTANA, de formativos processos superior: ensino no docente Aprendizagem V. SANDRI, POZZO,J. I .Aprenderen la 026/2003 nº Resolução UFRR. 001/2017 nº Resolução UFRR. em: Disponível 2018. PPGCOM/UFRR. do Regimento UFRR. Social Comunicação de Curso do Pedagógico Projeto UFRR. TAVARES,J. Ser Eduum Pós de Programa no docente prática da aprendizagem A T. G. SILVA, professores.Tese de doutor 2017. UFSM, terra.da Tese de doutoradodoPrograma dePós professorese Porto Alegre:EdiPUCRS, 2007. M.C. (Org.) Ries/PROMEX. Porto Alegre: EdiPUCRS, 2008. (Org.). 20atualizaes%20jul2013.pdf.Acesso em: 21 de jan. 2020. file:///C:/Users/lab25/AppD Roraima 2019%20APROVADO%20CUNI%20(1).pdf. Acesso em:21 de jan. 2020. d8bbwe/TempState/Downloads/PDI%202016 file:///C:/Users/lab25/AppData/Local/Packages/Microsoft.MicrosoftEdge – jan. de 2020. d8bbwe/TempState/Downl file:///C:/Users/lab25/AppData/Local/Packages/Microsoft.MicrosoftEdge_8wekyb3 pdf?dl=0. Acessoem: 21de jan. 2020. https:// em:Disponível Alegre:EdiPUCRS, 2007. (Org.) Administraçãoda UFPB, 2017. Administração.Tese de doutorado doPrograma de Pós 2017. UFRGS,

PDI (2016 PDI Pedagogia Universitária e Aprendizagem. V.2. Série Ries/PROMEX. Porto Porto Ries/PROMEX. Série V.2. Aprendizagem. e Universitária Pedagogia Pedagogiauniversitária e desenvolvimento profissionaldocente. V.4.Série www.dropbox.com/s/ihn1s1k3sslnw3i/Projeto%20Político%20Pedagógico. –

UFRR, 2003. Disponível em: em: Disponível 2003. UFRR, - Pedagogia Universitáriae Aprendizagem. V.2.Série Ries/PROMEX.

2019), 2017. Disponível em: em: Disponível 2017. 2019),

estudantes nas licenciaturas da área de ciências biológicas, exatas e exatas biológicas, ciências de área da licenciaturas nas estudantes cadorTecnologia. em sociedad de conocimiento. -

– CUNI. Aprova o novo Estatuto da Universidade Federal de Federal da Universidade Estatuto novo o Aprova CUNI.

CUNE. Aprova o Plano de Desenvolvimento Institucional Institucional Desenvolvimento de Plano o Aprova CUNE. oads/regimento%20ppgcom%20(1).pdf. Acesso em: 21 ata/Local/Temp/estatuto%20ufrr%20modificaes%20e% ado do Programa de Pós de Programa do ado

In: ENGERS,In: E. MOROSINIM. A.; C. M.

- - In: ENGERS, M. E. A.; MOROSINI, MOROSINI, A.; E. M. ENGERS, In: Graduação em Educação da - Graduação em Educação da - Jornalismo. 2015. Jornalismo. - Vol. Graduação em

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