A constituição e a integração dos saberes profissionais docentes e a práxis pedagógica de professores de didática em cursos de licenciatura da Universidade Regional do Cariri – URCA

Abstract

This research was conducted between May 2021 and November 2025, and its object of investigation is anchored in the study of teaching in Higher Education, specifically the teaching of didactics professors in undergraduate courses at the Regional University of Cariri - URCA. Therefore, the thesis is that these professors, in their professional teaching, constitute and integrate professional knowledge, which enables the development of pedagogical praxis. In this context, the guiding question for this study is: how do these professors constitute and integrate the professional knowledge that enables the development of pedagogical praxis? This question, in turn, gave rise to our overall objective: to analyze how didactics professors in undergraduate programs at the Regional University of Cariri (URCA) constitute and integrate professional knowledge for the development of pedagogical praxis. It is also important to note that a qualitative approach is the methodological perspective adopted in this research. Thus, as data collection instruments we have: the open-ended questionnaire that was prepared according to the recommendations made by Gil (2008) and used to characterize the subjects of this research and the semi-structured interview, based on the propositions provided by Gil (2008); Lüdke and André (2018) and Trivinõs (1987). Similarly, we indicate that our data analysis tools are discourse analysis, focusing on the guidelines formulated by Pêcheux (1995); Orlandi (1999); Caregnato and Mutti (2006); Brasil (2011); Maingueneau (2015); and Fernandes and Sá (2021), as well as the theory that guides all stages of this research, which is outlined in our theoretical framework. The results indicate that the process of constituting these teachers' professional knowledge is grounded in their life and training trajectories and in the daily critical reflection on their practice. They also indicate that the integration of this knowledge occurs in relation to student learning, therefore, it is related to the mediations carried out by teachers during the teaching process. On the other hand, it is also associated with the dynamics of internalization of the knowledge studied by these teachers throughout their educational trajectory. Therefore, it is with the support of this chain that they carry out pedagogical praxis.