Entering the teaching profession at the Academia Militar das Agulhas Negras

Abstract

This article analyzes the challenges associated with teaching, in the context of military higher education, from the perspective of professors of the Academia Militar das Agulhas Negras. The theoretical framework is based on contributions of authors who have been discussing the process of entering teaching and the professional development of professor within non-military educational institutions. A qualitative research was employed, based on a questionnaire (with open and closed questions) and documentary analysis. Forty seven out of ninety five professors took part on the research. The questionnaire was answered via electronic device, in order to maintain the participants’ anonymity. Data analysis revealed that 55% of the professors graduated in the researched institution; thus,they were alumnus of military higher education institutions, while 45% were alumnus of non-military institutions. The results point to diferences in the participant-professors’ notion regarding the teaching and learning process, as well as regarding the challenges of teaching, in the context of military higher education, which may be related to the academic path and prior institutional ties.