Mediações didáticas de professores de Comunicação: um estudo de caso na Universidade Federal da Bahia

Abstract

The thesis addresses understandings about Didactics in Higher Education based on qualitative research with professors of Communication at the Federal University of Bahia. The theme is part of the epistemological area of Didactics and aims to: comprehensively analyze the didactic mediation of teachers of Communication course and the mobilization of didactic knowledge that permeate the teaching-learning process in the university classroom. To this end, it unfolds in specific objectives: 1) identify the didactic knowledge mobilized by the teachers in the didactic mediation process; 2) understand the phenomenon of didactic communication of professors in the university classroom; 3) know how teachers mediate content in class. Thus, the research sought to understand processes that involve didactic mediation, particularly in the undergraduate course in Communication, starting from the problem of the conceptual imprecision of Didactics in Higher Education, with the production of information obtained through a questionnaire with open questions and of a qualitative scale (Likert), classroom observation and semi-structured interview with three participating professors. The qualitative methodological choices in the case study contributed to the resulting understanding of the aforementioned problem. In view of the set of data and theoretical foundations arising from the research, Didactics was conceptualized, beyond the science of teaching, as structured communication for teaching purposes, backed by a broader pedagogical relationship in which the teacher mediates times, modes and resources for the engagement of students in the educational process. The information produced points to three categories: 1) participatory interaction with a convergent procedural engagement methodology; 2) operative interaction; 3) reflexive dialogic interaction. We conclude, supporting the thesis: the teacher, in his personal, singular and original communication, has a formative presence based on the very nature of what he does and is, as an individual and as a professional. It follows from this that, through contact with the teaching style, one can go beyond the teaching-learning phenomenon to an experience of collaborative construction of understandings. Therefore, in a subliminal way, the communication of the teacher Being works as a substrate for the didactic mediation, manifested in the amplitude of the co-creation of the class in the measure of the skill conferred by the didactic knowledge involved. Thus, didactic communication, different in the modes of expression in each professional, appears in an underlying way to the teaching knowledge. It is concluded that the concept of didactic communication, inserted in the teaching mediation process, has in itself the potential and the resources to awaken in the student the desire to learn.