The constitution of teaching of civil engineers teachers: determining factors

Abstract

Teaching in higher education is a fundamental activity in the academic and professional development of students, which involves deepening concepts and theories and developing thinking and analytical skills, attitudes, and values. This is a descriptive research, with exploratory dimension, and follows the qualitative and quantitative approaches. It was produced using document analysis, bibliographic and field research, involving professors who work in 53 Civil Engineering courses in the State of Rio Grande do Sul, taking the form of a case study. Twenty-three percent of these courses were involved, five courses from public institutions and seven from private ones. The data were obtained by applying a questionnaire to the Civil Engineering professors who work in these 12 courses. Its organization includes the methodological path, analyzes the reasons for the choice, the process of knowledge construction, the contributions of initial and continuing education in the constitution of teaching, and, finally, the final considerations. These points indicate that the constitution of the teaching of civil engineers is related to the inspiration and encouragement of teachers who worked in their academic training. The knowledge needed for teaching comes from theoretical and technical knowledge acquired during graduation and from accumulated experience.