“Mestre, eu?!” Um relato de experiência no curso de mestrado e sua relação com a formação docente

Abstract

This paper presents an analysis of teaching procedures recorded in the teaching plan of the curricular components of the Community Education for Children and Youth line of the professional master's degree in Theology at Faculdades EST, with a view to identifying the coherence in the proposal of the line of study with the values and principles defended by the institution. The research aims to understand whether there is coherence between the discourse and the teaching practice, not only in the context of basic education, but also in higher education. It has a qualitative perspective, considering that it includes subjective elements from the author's life trajectory, with observations made throughout her academic and professional career, and an exploratory-documentary orientation, since it is based on the analysis of documents from the institution and texts by thinkers in the field of education and theology, including: Rubem Alves, Jorge Larrosa and Cipriano Luckesi. The results obtained indicate that, to a certain extent, there is an inconsistency between the discourse and the teaching practice and highlight the importance of humanistic, dialogic and sensitive teaching methods as a means used by teachers to transcend traditional culturally rooted formats, with regard to formal education in Brazil. The research resulted in an educational product, a proposal for a mini-course entitled “For a More Humanistic Teaching Method”.