The ‘being” and “doing” teaching in higher education in Carl Rogers legacy perspective

Authors

  • Michelle do Carmo Sobreira Universidade Estadual do Ceará
  • Mônica Mota Tassigny Universidade de Fortaleza
  • Fabiana Pinto de Almeida Bizarria Universidade de Fortaleza

DOI:

https://doi.org/10.18316/2236-6377.16.27

Keywords:

Higher Education, Teaching Practice, Carl Rogers, Implicit Assumptions.

Abstract

It is still common to find those in the teaching staff whose pedagogical practices are conservative, working with traditional perspective of reproduction of knowledge. In the past, Rogers (1972) has developed a list of 10 implicit assumptions in the educational programs were considered to be paradigms, which were supposed to be combated. Thus, this article aims to identify whether the current higher education teachers still believe in those assumptions. Therefore, it was carried out the field a research of exploratory nature, applied to 40 teachers of higher education. Furthermore, it was compared the teacher view according to the experience time; and the teachers' vision with the students' vision.

Author Biographies

Michelle do Carmo Sobreira, Universidade Estadual do Ceará

Doutoranda em Administração pela Universidade Estadual do Ceará (UECE), Mestre em Administração de Empresas pela Universidade de Fortaleza (UNIFOR), especialista em Docência no Ensino Superior pela Faculdade Estácio e bacharel em Administração de Empresas (UNIFOR).

Mônica Mota Tassigny, Universidade de Fortaleza

Doutorado em Educação pela Universidade Federal do Ceará (2002) e doutorado na Ecole des Hautes Etudes en Sciences Sociales (Paris). Professora titular do Programa de Pós Graduação em Administração UNIFOR (PPGD) e Professora colaboradora do Programa de Pós-Graduação em Direito (PPGD/UNIFOR).

Fabiana Pinto de Almeida Bizarria, Universidade de Fortaleza

Doutorado em Administração (em andamento) - Universidade de Fortaleza (Unifor). Mestrado Acadêmico em Administração (Unifor), Especialização em Saúde Pública (Universidade Estadual do Ceará) e Graduação em Psicologia (Universidade Federal do Ceará).

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Published

2016-06-30

Issue

Vol. 21 No. 1 (2016)

Section

Articles

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