CC BY
10
UDC 338.48 EDN: HDPLSK
DOI: 10.24412/1995-0411-2022-2-41-56
Edwaldo Sérgio dos ANJOS JÚNIOR
Federal University of Juiz de Fora (Juiz de Fora, State of Minas Gerais, Brazil)
Doctor of Leisure Studies, Full-time researcher, Professor; e-mail: edwaldo.anjos@ufjf.br
DIDACTIC-PEDAGOGICAL CHALLENGES IN UNDERGRADUATE COURSES IN TOURISM IN BRAZIL: INSIGHTS INTO TEACHING DISCOURSES
Abstract. This work aims to discuss the challenges of Educators of undergraduate courses in tourism in Brazil related to the operationalization of the teaching-learning process of Tourism. Regarding the specific objectives, we aim to: i) identify the main teaching methodologies of Brazilian teachers; ii) identify relevant aspects for teachers about their training path or their professional trajectory of these teachers. The main concepts discussed are related to the reflection on the didactic-pedagogical training of teachers and the teaching methodologies proposed by teachers in undergraduate courses in tourism in Brazil. To achieve the proposed objectives, we opted for a bibliographic and documentary study, and an analysis through analytical tools derived from Discourse Analysis, interviews conducted with 34 professors from 19 undergraduate courses in tourism in Brazil. Our main goal is to contribute to a reflection on the importance of giving more attention to the subject of teacher training of instructors of both undergraduate and postgraduate courses in tourism. The results point to recognition of the absence of formative possibilities in the academic environment and the use of different teaching practices usually centered on written texts and, more recently, on new information and Communication Technologies.
This paper is the result of a doctoral study entitled "The audiovisual in higher education instructors' practice in tourism in Brazil: interfaces and tensions with leisure", which was developed in the Interdisciplinary Postgraduate Program in leisure studies of Federal University of Minas Gerais, under the guidance of Professor Christianne Luce Gomes (ANJOS JÚNIOR, 2021).
Keywords: undergraduate courses in tourism, professors, teaching methodologies
Citation: Anjos Júnior, E. S. dos. (2022). Didactic-pedagogical challenges in undergraduate courses in tourism in Brazil: Insights into teaching discourses. Sovremennye problemy servisa i turizma [Service and Tourism: Current Challenges], 16(2), 41-56. doi: 10.24412/1995-04112022-2-41-56.
Article History
Received 1 May 2022 Accepted 1 June 2022
Disclosure statement
No potential conflict of interest was reported by the author(s).
© 2022 the Author(s)
This work is licensed under the Creative Commons Attribution 4.0 International (CC BY-SA 4.0). To view a copy of this license, visit https://creativecommons.org/licenses/by-sa/4.0/
УДК 338.48 EDN: HDPLSK
DOI: 10.24412/1995-0411-2022-2-41-56
Эдвальдо Сержио АНЖОС ЖУНИОР
Федеральный университет Жуис-де-Фора (Жуис-де-Фора, шт. Минас-Жерайс, Бразилия) доктор наук в сфере досуга, штатный исследователь, профессор; e-mail: edwaldo.anjos@ufjf.br
ДИДАКТИЧ ЕСКО-ПЕДАГОГИЧЕСКИЕ ПРОБЛЕМЫ УЧЕБНЫХ КУРСОВ ПО ТУРИЗМУ В БРАЗИЛИИ: ПРЕПОДАВАТЕЛЬСКИЕ ДИСКУРСЫ
В статье предпринята попытка рассмотрения проблем, связанных с реализацией процесса обучения в сфере туризма на уровне бакалавриата. Основными целями исследования являются: 1) определение основных методологии обучения, используемые бразильскими преподавателями; 2) определение наиболее важных для преподавателей проблем, изучение видения ими путей решения этих проблем, исследования их профессиональных траекторий. Основной дискурс исследования построен вокруг концепций дидактико-педагогической подготовки преподавателей и методологий обучения, используемых преподавателями на курсах бакалавриата по туризму в Бразилии. Для достижения предложенных целей мы выбрали метод библиографического и документального анализа и специальные инструменты дискурсионного анализа. В исследовании представлены результаты интервью, проведенного с 34 профессорами 19 курсов бакалавриата по туризму в Бразилии. Работа направлена на актуализацию проблем подготовки и обучения преподавателей - как студентов, так и аспирантов в сфере туризма. Результаты показывают отсутствие формирующих возможностей в академической среде и недостаточное разнообразие методов обучения. Сегодня по большей части используются традиционные методы обучения с письменной фиксацией записанного, а в последнее время - и с использованием новых информационных и коммуникативных технологий.
Ключевые слова: курсы бакалавриата по туризму, преподаватели, методики обучения
Для цитирования: Анжос Жуниор Э.С. Дидактическо-педагогические проблемы учебных курсов по туризму в Бразилии: преподавательские дискурсы // Современные проблемы сервиса и туризма. 2022. Т.16. №2. С. 41-56. DOI: 10.24412/1995-0411-2022-2-4156.
Дата поступления в редакцию: 1 мая 2022 г. Дата утверждения в печать: 1 июня 2022 г.
1 Introduction
The first courses on tourism in Brazil date back to the 1970s. It is noteworthy that, at that time, there was a policy in the country to stimulate the creation of vocational courses, which caused most undergraduate courses in tourism to start in private institutions, thus taking advantage of government incentives (Dencker, 2006). It is also important to consider that the first courses had Tourism Planning as a central axis, even because there was an understanding in the country that highlighted the importance of planning this area, especially between 1980 and 1985, when public policies began to consider tourism as a development agent (Henz; Leite; Anjos, 2010), although, over the 1970s, tourism was already regarded, especially by the Federal Government, as an important drive for economic development, especially when it was considered as an element capable of strengthening the cultural heritage of the country, an action that contributed to the development of tourism in Brazil. This action diffusion of stereotypes of the country, its population and, consequently, its cultural manifestations.
According to Trigo (1998), Dencker (2006) and Henz; Leite; Anjos (2010), the aspect linked to the operationalization of Tourism ended up, in the didactic-pedagogical scope of the area, leaving less room for further human reflection and the possibility of Greater sharpening of a critical spirit among students at that time in the 1970s with effects perceived in later decades. In turn, in the 1980s, there was certain stagnation regarding the opening of higher tourism courses, mainly due to the economic problems experienced by the country in that period. This situation has changed since the 1990s and early 2000s, when there is a significant growth of degrees, especially in private institutions, in a context of opening to new types of courses, as consolidated in the law of guidelines and Bases of Education of 1996.
In order to better illustrate the extension of such growth of courses in the area of Tourism, Ramos et al. (2011) attest that, in 2005,
tourism and related degrees reached 697 courses. It stands as a very different scenario from previous decades, in that a survey published by Matias (2002) pointed out 25 Tourism and/or hospitality courses in the late 1980s, moving to 60 tourism courses in 1997 (Ramos et al. 2011, p. 782). Another noteworthy point when thinking about this dizzying expansion concerns the quality of these courses. Lara (2010) points out that, in the face of a scenario of explosion of vacancies, there were not always well-prepared teachers for the assumption of classes, compromising, in some cases, the teaching itself taught, although Silva, Holland and Leal (2019) detect that higher teaching is one of the areas with more opportunities for researches in tourism.
However, Gil (2015) points out that the teaching of university teachers and, consequently, their practices, in many moments, are wrapped in a set of statements without a solid basis of support: i) that the higher education teacher, in order to be good, it is enough to have good communication; ii) that university students, because they are older, would not require so much of their tutors; iii) the fact that students, to the extent that they would already know what "they want from life", would require few resources from their educators; iv) that didactics would be something focused only on elementary and high school, not having a prominent role in higher education.
Having said that, considering that teaching in higher education in Brazil is permeated with challenges and that the didactic-pedagogical training of teachers of undergraduate courses in the area is not always carried out in a dialogic, reflective and accurate didactic-ped-agogically way in the university environment, this work aims to discuss the challenges of Educators of undergraduate courses in tourism in Brazil related to the operationalization of the teaching-learning process of Tourism. With regard to the specific objectives, we aim to: i) identify the main teaching methodologies of Brazilian teachers; ii) identify relevant aspects for teachers about their training path or their professional trajectory of these teachers.
To achieve the proposed objectives, we opted for a bibliographic and documentary study, and an analysis, through analytical tools derived from Discourse Analysis, interviews conducted with 34 professors from 19 undergraduate courses in tourism in Brazil. The first phase of the research, the bibliographic one, took place mainly between August 2018 and December 2020, and sought to understand how the literature produced in Brazil on the teaching of Tourism contemplated the issue of teaching methodologies; the documentary research took place between June 2020 and July 2022 and sought to understand, especially in the curricular guidelines of the tourism area, what possibilities and limits teachers have in dealing with the contents and in the formation of given skills with students. Finally, semi-structured interviews were conducted between February 2021 and April of the same year.
This study is justified the fact that it is important to understand the teaching practices of professors of different undergraduate courses in tourism in Brazil, and not only specific and/or regional realities, even if we glimpse the need for other works on the topic in the future. Nevertheless, it is also expected to contribute to the reflection on the importance of giving more attention to the subject of teacher training of the teacher of undergraduate courses in tourism, especially in a situation permeated by overwork in Brazilian universities, student demotivation and an area that has only one degree at undergraduate level in the country, in addition to an emphasis on research with master's and doctoral courses. In a practical way, it is envisaged that audiovisual productions and new information and communication technologies can be used in a more autonomous and creative way, not being linked to a logic centered on the figure of the teacher and the predominance of written texts.
In general, the study identified that the interviewed teachers identify gaps related to their didactic-pedagogical training during their academic training, although they try to circumvent using not only practices experien-
ced in spaces other than the academic, but also occasionally performing complementary courses of didactic-pedagogical training. However, methods such as lectures and seminars are still the most used in the day-to-day graduation.
In addition to this introduction, this article has another four sections. In the first section, we present a survey of the offer of undergraduate courses in tourism in the country; next, we seek to place the higher education of tourism in the most general bulge of the Brazilian university structure, seeking to understand some of its didactic-pedagogical challenges. Then there is the methodological detail of the investigation. In the penultimate section, the results are described and analyzed from the selected theoretical framework. As a conclusion, the final considerations are presented.
2 Theoretical Review: notes on the offer of
undergraduate courses in tourism in Brazil
n order to obtain a more up-to-date overview of the framework of tourism courses in Brazil, we opted for conducting a prospecting of data concerning the courses with the report coming from the 2018 National Examination of Student Performance (ENADE) for tourism. This test is a mandatory curricular component of undergraduate courses, as determined by law N. F. B. 10.861 / 2004, and it is part of the National System of Evaluation of Higher Education (Sinaes) in the country. In the case of undergraduate courses in tourism, exams were rereleased in 2009, 2012, 2015 and 2018. In fact, Sinaes is composed of a triad, based on the evaluation of higher education institutions, higher education courses and students, and can be seen as a process of effort by the state to monitor and evaluate higher education in the country, despite criticism of the model for raising rankings between institutions and courses, without, however, deepening the analysis of the socioeconomic situation in which these entities are inserted.
However, this official source was chosen, since the undergraduate courses in tourism in regular operation in the country necessarily
need to enroll students for the exam. It is different, for example, from the situation when consulting the list of active tourism courses in the National Register of courses and Higher Education Institutions, from the E-MEC register, available at http://emec.mec.gov.br/, to the extent that there seems to be only signs of the legal status of the courses, that is, whether or not they are active with the higher education regulatory bodies.
To get an idea of the discrepancy between ENADE data and those of tourism courses (Bachelor's, Bachelor's and technological) active in the National Register of courses and Higher Education Institutions of Brazil, here is a sample: while the enade 2018 report presented 99 regular tourism courses, the EMEC portal presented 272 active tourism courses on June 10, 2021 (Cadastro Nacional de Cursos e Institutes de Educagao Superior, 2021).
Thus, despite being public data, when looking critically at the information of the E-MEC, it is believed that it ends up presenting inconsistencies, since, although there is a greater range of active courses there, in practice, however, they are not in operation, either due to lack of demand, or by the option of the maintainer not to regularly offer places for new tourism courses. Or because they are in the process of extinction. That said, according to the data of the report published in 2019, of the 99 higher education courses in operation in the area of Tourism, only two of them were exclusively distance learning, although Guimaraes et al. (2020)1 have subsequently identified three exclusive courses of this modality, which may signal that this number has already increased, especially of technological courses, something, in fact, noticeable in the consultation to the E-Mec system. This is because it was noted that, from 2019 to now, at least 11 technological courses, nine of them at a distance, seem to have been qualified, but without any class in progress,
denoting that there is a growth of this teaching modality, almost exclusively offered by private institutions and, to a lesser extent, by Federal Institutes (Cadastro Nacional de Cursos e Instituiçoes de Educaçao Superior, 2021).
Leaving the database of the E-Mec Portal and returning to the report of the last national examination of student performance, we return to the universe of 99 undergraduate courses in tourism in the year 2018 in the country and that substantiate the database of the report, that is, they were in full operation and, consequently, training turismologists. It is inferred that, despite the current number of 272 courses able to work in the country, only 99 of them were with regular classes capable of taking the exam at that time. That said, from data from the last exam, 47 participating courses (47.5%) are from public institutions and 52 (52.5%) come from private institutions. When one observes, however, the 2015 ENADE report, published in 2016, it can be seen that, at that time, there were 142 courses evaluated, 94 of them (66.1%) came from colleges, university centers or private universities (Brasil, 2016). In other words, in an interval of 3 years, there was a decrease of 47 courses from private institutions, while there was a trend of small growth in public institutions, jumping from 48 courses, in 2015, to 52 in 2018.
Out of the 99 undergraduate courses in tourism evaluated in ENADE 2018, 69 (69.7%) came from universities, while 19 courses (19.2% of the total) came from colleges and seven were offered by university centers (7.1% of the total). CEFET or Federal Institutes presented four courses, which, at that time, corresponded to 4.0% of the total (Relatório síntese de área, 2019). These data, therefore, leave room for inferring that there is a greater concentration of courses in universities.
It is also important to highlight the geographical distribution of tourism courses in the country, in order to perceive possible
1 In the same work, the authors quantify in 18 the Higher courses in tourism in the state of Rio de Janeiro, 7 in public institutions and 11 courses in private organizations, thus reinforcing the perception of a reordering of the offer of courses in Brazil.
inequalities regarding the offer of vacancies in the area in Brazil. According to 2018 data, of the 99 courses evaluated by the exam, 41 courses, or 41.4% of the national total, came from the Southeast region. In turn, both the Northern and Southern regions had 21 courses each, corresponding to 42.4% of the total courses. The Midwestern region had ten courses (10.1%), while the North region had, at that time, Six, that is, 6.1% of the total (Relatório síntese de área, 2019). Such data seem to show a concentration of undergraduate courses in tourism in the easternmost region of the country, with emphasis on the Southeast, South and Northeast regions, which, coincidentally, historically concentrate the highest concentration regarding participation in the Gross Domestic Product (GDP) of Brazil.
2.1 Didactic-pedagogical challenges of undergraduate courses in Tourism in Brazil
Despite this panorama linked to the distribution and origin of the courses, it is important for this research to also reflect on the didactic pedagogical issues in Tourism. Indeed,
[...] most publications dealing with this subject are limited to the chronological presentation of the creation of tourism courses in Brazil, presenting few information that can enrich the study on professional and academic training in the area of Tourism (Gomes et al., 2010: 6).
From the previous citation, there seems to be a certain tendency of publications linked to the reflection on tourism courses in Brazil to prioritize historical aspects, such as the formation of the first course, the evolution of the graduations and the political and economic conjunctures underlying the creation of these graduations, although the work of Pimentel; Pimentel and Carvalho (2021) deals with the didactic-pedagogical challenges of the area in the country. However, two other important aspects tend to be obliterated in many of these works: the geographical distribution of the courses and the didactic-pedagogical aspects related to tourism teaching.
If the first item has already been addressed before, it is appropriate to deal with
the second aspect, closely linked to the teaching-learning process.
The challenges related to higher education in tourism arise at the very beginning of the process of conformation of the area in Brazil. When analyzing the context of tourism courses in the 1990s, the issue of Tourism teaching was already a problem (Matias, 2002). In a more recent investigation, Silva, Holland and Leal (2019) attest that there is even a misalignment between what is taught in higher education courses and the needs of organizations, a picture that tends to generate professional difficulties, something later also identified in Pimentel's research; Pimentel and Carvalho (2021 : 40), when it is observed, in view of this panorama, that companies and governments could dialogue with educators, with a view to align expectations and meet demands concerning professional training.
Prior to this consideration, which aims to reconcile the knowledge and interests of the University, the state and the private sector, Sogayar and Rejowski (2011) reinforced that the formation of a faculty capable of meeting the demand of the courses would be one of the structuring challenges of the area, in addition to the image of the course before society and the ambiguity around the core of training, something, in fact, in the case of Brazil, also worked by Pimentel; Pimentel and Carvalho (2021).
As for education, it does not seem credible to consider that challenges in the field of higher education are limited to tourism courses in Brazil. Before that, it is important to highlight that the higher education professional himself in the country is often affected by a set of mishaps, such as overwork. When thinking about the impacts of a very wide professional journey with the life of teachers, it is even noted negative consequences for the enjoyment of leisure, not only one of the constituent components of the training course of teachers, but also an important experience for the subjects. According to Souza, Alvez and Figuereiro (2017), in a context in which educators have to assume various administrative commitments, such as reporting and opinions,
in addition to having a high workload, there are indications that there are impacts of work even in other spheres of teachers ' lives, something, in fact, also perceived in the Montenegro research (2019).
According to two professors from public universities in Brazil:
You get stuck in logic right, you work, everything you work on university there you publish then there goes another workload than ever it is accounted for and there is not only that too, right, because it has a house, it has a family right, and then there are other responsibilities, then you add all this and if lose and I say that I sleep little because of it. (Professor A) For about two years now I have not been able to do all of a sudden that I would like. (Professor B). (Montenegro, 2019: 1744).
The above statements reveal some interesting aspects: first, it concerns a kind of infiltration of a market logic, with emphasis on productivity and competition, along with teaching work, as there is a growing appeal to quantify the performance of the educator.
Behold, despite this longing, the position of teachers, in many cases, seems to reside in a paradox: there is, on the one hand, the recognition as to the importance of educating students for professional and humanistic training at the same time; on the other hand, there is an appeal to content aiming at the professionalizing aspect, something more associated, in fact, with:
[...] The student today, the student does not... the Brazilian himself, he has a very large reading disability. So, we teachers, we have to try to stimulate is, and develop strategies, to try to show the student the importance of reading, right?! The importance of developing this daily habit of reading, spending less time with television, with the internet and seeking to read and write as essential skills to also become professionals in our area in the future (Professor B in Brito; Souza, 2018 : 94).
More important than presenting this state of affairs, it is necessary, rather, to try to understand the reason for this situation. One of the hypotheses is that educators tend to reproduce aspects to which they have been subjected during their training course, that is, they tend to replicate practices to which they have been subjected at some point in their academic trajectory. However, Day (1999) argues that the training of university teachers often occurs spontaneously, something, therefore, markedly personal. There would be another set of possible trajectories, permeated by different experiences than only the offer of organized situations of training, which allows considering that didactic-pedagogical practices can also be based on personal experiences beyond the University, which would require greater care in dealing with experiences related to leisure and its imbrication with the field of Education. (Gomes, 2014).
But in general, the reality of Higher Education in Brazil often reveals to higher education teachers a reality for which, in general, they are not prepared. Faced with a set of situations experienced in their daily lives, university educators are confronted with a reality problematized by several researchers of Higher Education: the lack of pedagogical training of teachers of this level of Education (Pryma, 2009; Couto, 2013; Gil, 2015), especially those coming from tourism courses, given that, in Brazil, there is only one degree in the area, that is, there is a lack, within the scope of graduation, for the didactic-pedagogical training of educators in the area of Tourism.
In the case of Tourism, the challenges for students are not restricted to the points mentioned above. The problems still tend to be reinforced by attending an area without much tradition and without much social recognition. This fact makes many young people even face the lack of family support in relation to the choice for tourism, as diagnosed by Trentin e Silva (2010) and Pequeno (2012).
And when one thinks of a discreet didactic-pedagogical formation in the University, one can also think of the very
conformation of the university structure. The concern with the professional qualification of higher education teachers in Brazil gave rise, in 1951, to the National Campaign for the improvement of Higher Education personnel, whose developments triggered the creation of the National Coordination for the improvement of Higher Education Personnel, CAPES. Since the 1960s, this institution has been responsible for regulating graduate programs, in turn, responsible for the training of researchers and scientists (Pryma, 2009). Recently, Gil (2015) warned that postgraduate courses in Brazil, such as masters and doctorates, prioritize the formation of the researcher, not containing, in their curricular grids, a more robust set of disciplines and projects linked to teaching practices.
In fact, the pedagogical training of teachers was also deprecated by the guidelines and Bases law (LDB) of 1996. Article 65 states that the training of higher education teachers would not lack teaching practices. And, in the following article, it is clear that, for the exercise of the teaching of higher education, only the title of Master or doctor is necessary, thus not requiring any kind of more precise pedagogical knowledge to work in this teaching instance (Couto, 2013).
Thus, it is considered that one of the causes for the small didactic-pedagogical training of higher education teachers in Brazilian universities, in contrast to a more intense training in the research bias, is directly linked to the structure of Brazil's own higher education courses (absence of degrees), as well as the conformation of Master's and doctoral courses (small space for exercise and didactic-pedagogical reflection in the area). In the case of tourism, the testimony of a teacher is enlightening to perceive these gaps in didactic-pedagogical training:
[...]. As much as I did the undergraduate course and, when I did the it initially, my focus was not to work with teaching, right?! But then, throughout the course, I noticed and aroused this interest in me, right?! And then I pursued a master's degree to improve
myself, to do this continuing education, doctorate too. However, in both courses, I felt a deficiency of, is [... ] training for teaching activity (Brito; Souza, 2018:87).
Valdemar Sguissardi (2006), when analyzing the classical models of university organization - Napoleonic, Humboldtian or German, English or North American-and the current models, called by the author as "occasion models" (Sguissardi, 2006 : 275), makes an interesting overview of the historical course of the Brazilian university, considering, as Couto (2013), that, in general, the University in the country still inherits the Napoleonic bias, "ne-onapoleonic". This paradigm, according to the aforementioned authors, pays little attention to the debate on the didactics of teachers, insofar as it considers the teacher as a full holder of knowledge, and it is up to him only to transmit it.
Another point that tends to compromise the didactic-pedagogical formation of the teacher concerns the fact that part of the teachers do not assume the dimension of teaching as the fundamental instance of their job, that is, of their teaching identity. Before, educators are faced with a profusion of identities, such as that of extensionist, researcher, Pro-Rector, head of Department, coordinator, among many other possible. This, in a segmented university structure, which prioritizes productivity indicators and which does not always stimulate a fuller articulation of teaching-research-extension (Humboldtian ideal), ends up causing the non-prioritization of a reflective, continuous and dialogical didactic-pedagogical education with its peers, because, deep down, the act of teaching is not densely valued (Couto, 2013) to the detriment, above all, of the act of researching or administering.
Sogayar and Rejowski (2011) also point out that the mismatches concerning teaching in the area should not be attributed only to teachers. The authors are critical of the very formulation of the legal framework of undergraduate courses in tourism in Brazil. This is because they argue that there is excess and
dispersion in relation to the skills and competencies that the tourism professional should develop throughout the graduation. They consider that the curricular guidelines of the area in force in Brazil, when proposing numerous objectives to be achieved with bachelor's students, are generalist.
After taking a look at the history, characteristics and challenges of higher tourism education in Brazil, we note not only a picture of profound transformations in the offer of tourism courses, but also in the teaching work. These changes have invited teachers to use a set of didactic-pedagogical strategies capable of favoring a better teaching-learning experience, which, historically, has been involved in mishaps due to teacher training, in addition to being permanently challenged by obstacles of the academic structure itself.
3 Methodology: preliminary remarks
To achieve the intended objectives, we opted for a bibliographic and documentary study, and an analysis, through analytical tools derived from Discourse Analysis, interviews conducted with 34 professors from 19 undergraduate courses in tourism in Brazil.
Key informants and documents were used, in order to locate some people with the necessary profile to start the research, that is, the "seeds" (Vinuto, 2014 : 203). These seeds would also help to grope the universe of the researched (tourism teachers), pointing out other subjects not only with knowledge related to the research theme, but likely to collaborate with the investigation.
Regarding the semi-structured interviews conducted for this investigation, data collection began on February 02, 2021 and lasted until April 06, 2021. Of the 34 teachers interviewed, it is evident that all agreed to consent to the conduct of the interview, either orally or in writing. This is due to the fact that two teachers, faced with agenda problems, request to answer the questions in writing, Sending, together with the answers, the signed free and informed consent form (ICF).
These semi-structured interviews, which have a total time of approximately 25 hours, were conducted via Google Meet (except for
the two respondents who submitted the answers in writing), presenting, after obtaining 34 answers, the saturation (Vinuto, 2014). That is, the closing of the sample took place, in an operational way, "with the suspension of inclusion of new participants when the data obtained begin to present, in the researcher's evaluation, a certain redundancy or repetition" (Fontanella; Rica; Turato, 2008 : 17). The recording of audio and sound took place through the Movavi Screen Recorder 21 software.
By performing an analysis of the sample of this research, it is possible to identify that, from the geographical point of view, seven teachers are from the North Region, four are from the South Region, Three located in the Northeast Region, Five linked to institutions from the Midwest Region and 15 active in the Southeast region of Brazil. From a more refined spatial logic, it is attested that five teachers are connected to the state of Amazonas and two from Tocantins; from the South, Three From Rio Grande do Sul, while one is from Parana; from the Northeast region, one is connected to the state of Sergipe, another to Rio Grande do Norte and, finally, one is coming from the state of Piaui; from the Midwest Region, one is associated with the state of Goias, one from Mato Grosso and three from Mato Grosso do Sul; referring to the Southeast, three are from Minas Gerais, five from Rio de Janeiro and seven from Sao Paulo.
From the point of view of the profile of the nineteen institutions to which teachers are connected, two respondents come from the same community institution, six educators are linked to four private institutions and 26 teachers come from 14 public institutions. When considering the modality of the courses, five interviewees are linked to higher technology courses, while 29 are associated with bachelor's degrees in tourism. Finally, all respondents are associated with courses, whose modality is face-to-face.
Of the 34 respondents, one was linked to a University Center, four are associated with federal institutes and 29 linked to universities. As for the teacher linked to the University
Center, for most of the time that comprises the interval of this research (2018-2021), she was employed with the institution, being fired at the end of 2020.
The identity of the teachers was protected through anonymity, although they were designated by code names. It is important to emphasize that the codenames associated with teachers make, in general, references to directors, narrators, actors/actresses and/or other participants of audiovisual productions cited by the teachers themselves throughout the interviews, always seeking to maintain the reference to the teacher's gender. It was also decided not to use the full name of the reference, restricting the codename to the first or second name of the actor, director or other member of the production technical team.
When recognizing that discourse is not something immanently individual, unlike speech, it is necessary to consider its social and historical dimension, which allows us to affirm that no discursive construction is neutral. This is because every discourse is also permeated by other discourses, that is, it has an explicit or implicit connection with other discursive manifestations, either of opposition or affinity (Faria, 2009). This relationship is called interdiscourse.
For the analysis of the database resulting from the interviews, an examination was carried out from the following tools derived from the critical analysis of the discourse of these interviews: aspects of lexical selection, themes, understood as the semantic elements capable of designating something abstract, acting as the ordering category of the natural world (Fiorin, 2009a) and figures, considered as an element of the discourse plane that refers to a concrete correspondent in the natural world (Fiorin, 2009a). In the meantime, we seek to highlight the main thematic and figurative paths present in the text. In addition, it makes use of the identification of the main ideas opposed and the registration of the main ideas defended, in addition to highlighting explicit, implicit and silenced aspects arising from the teachers ' discourses.
When recognizing that discourse is not something immanently individual, unlike speech, it is necessary to consider its social and historical dimension, which allows us to affirm that no discursive construction is neutral. This is because every discourse is also permeated by other discourses, that is, it has an explicit or implicit connection with other discursive manifestations, either of opposition or affinity (Faria, 2009). This relationship is called interdiscourse. Unlike speech, speech can be understood as the combination of linguistic aspects (phrases) used by speakers with the purpose of expressing their thoughts, talking about the outside world or their inner world (Fiorin, 2009a : 11).
It is also expected to carry out, through the interviews, a meeting of the various semantic paths undertaken by the interviewees, understood by Faria (2001) as the main category to analyze the intradiscourse and which would encompass, in turn, the different thematic paths and figurative paths (FARIA, 2001) existing in the corpus intradiscourse. Intra-discourse, in the sayings of Charaudeau and Maingueneau (2008), can be understood as the result of the relations between the constituents of the same discourse, while the in-terdiscourse would be through "the relations of this discourse with other discourses" (op.cit.). That is, here is an analytical way of structuring narratives constructed by the subjects. Discursive formation is understood as a set of historically and socially circumscribed statements that can relate to an enunciative identity. In the case of this research, both academic discourse and pedagogical discourse are seen in the texts (Charaudeau; Maingueneau, 2008 : 242).
4 Analysis and Discussion
The subject of education was, in a way, strategic in the interviews. When it was not figurativized in a specific way, it ended up unfolding in other themes, being, however, central when starting all other discussions, especially related to work, leisure and audiovisual. Analyzing it will allow us to obtain clues about the education practiced in undergraduate courses in tourism, to the extent that figures,
such as students, classrooms, texts and subjects, for example, tend to be revealing about practices carried out. Such characteristics already allow us to highlight some of the semantic path of the interviews, that is, how the sequence of themes and figures are approached with a view to the construction of meaning of the texts. And, on a recurring basis, the main figures capable of giving concreteness to the theme were the following: students, classrooms, houses, texts, subjects, exercises/activities and teachers.
First, it is necessary to emphasize the professors' concern about student learning. He, the tourism graduate, is also a decisive figure for the different efforts made by the teacher aiming to improve the teaching-learning process. Incidentally, the role of the tourism student as a strategic actor in the teaching-learning process was also highlighted by Pimentel; Pimentel: Carvalho (2021).
From the point of view of lexical selection, throughout the interviews, it is still curious the recurrent use of phrases, such as "win your student" and "arrest the student", almost ubiquitous expressions in the statements. These phrases seem to denounce a real situation of difficulties in higher education in tourism in which the interest of university students in relation to current practices seems to be lower than that expected by teachers. In addition, the use of the verb "arrest" brings with it semantically an association to the theme of (suppression) freedom, thus joining other expressions in force in the educational area that refer to situations of suffering, such as "grid", "load" and "proof".
It is noted that, when discussing the theme of education through the figure of the "student", one ends up slipping into the themes of leisure and new information and communication technologies, with the figures, respectively, of videos, cell phones and social networks, mentioned by teachers, such as Dylan, Naomi, Luciana, Mira with a view to sharing audiovisual material. Facebook, Insta-gram, and Twitter have made it clear that one of the possibilities for the use of audiovisual by teachers is the consultation of content
posted on these social networks. Such considerations are in line with the conclusions of Quintanilha (2017) and Scherer and Farias (2018), which point out that social networks are present in the daily lives of many young people, thus allowing not only a closer approximation between their routine leisure experiences and those carried out in education, but also exchange of materials among all participants of the disciplines.
In addition to the classroom, the recurrence of mentions of residences was very possibly due to remote teaching motivated by the coronavirus (COVID-19). That is, in addition to a traditional space for housing, the pandemic ended up making the environments also recognized as important for the teaching-learning process of tourism, although something guided by difficulties. With regard to the prism of teachers, in general women reinforced the difficulty of reconciling teaching work with household chores, meeting the results derived from the research of Ferreira and Fonseca Filho (2020), who, when problematiz-ing the impact of the pandemic with the teaching of Tourism in the state of Rio de Janeiro, detect that, in particular, the teachers presented "[... difficulties in coordinating the routine of the home and children with the tasks of the University" (p. 44).
In light of such the topic, the research sought to understand the didactic-pedagogical dynamics of teachers, especially aiming to identify the teaching methodologies of these teachers, that is, the strategies used to achieve objective data proposed by the respective undergraduate courses. And a very recurring figure in the testimonies and, at the same time, able to express one of the strategies of teaching-learning in undergraduate courses in tourism is the presence of the figure "text".
Predominantly, the written text was something recurrent and explicit in the interviews, although the contexts related to its use varied. It is seen as a strategic foundation of teaching practices and, from it, comes the oral presentations, seminars and reviews, methods used by almost all teachers and
repeatedly mentioned.
One of the side effects of the wide presence of written texts in the teaching of Tourism, despite its stability and being the main means of scientific diffusion, is the obliteration regarding the development of other skills among students. Nunes, Diniz and Barboza (in TEIXEIRA et al., 2017) argue that there is, even in the university environment, the existence of a certain image and sound illiteracy, since there is little familiarity with the reading of movements, sounds and images to the detriment of a literacy process centered on written texts.
It was even possible to identify that audiovisual productions used by teachers as a didactic-pedagogical method are repeatedly linked to the written text, something that had already been identified in the studies of Teixeira and Lopes (2003), Silva, Moreira and Perinotto (2013), Clemente Júnior (2017), Mancini, Costa and Guilen (2017), Astorino (2019).
Regarding evaluations, educators implicitly understood that the academic guidelines in force in institutions supported the way to evaluate, especially for remote teaching, orienting themselves as to the minimum number of evaluations and, in some cases, of what nature they should be. Generally, they mentioned that the form of evaluation in remote teaching was already determined by the University or that the forms of evaluation would be somewhat fixed. This data is particularly interesting because, associated with frequency, it allows us to understand that the practices of educators, in general, seek to align with the legal frameworks in force in institutions, especially in these two aspects.
Another important aspect is the training of teachers. The educator Jose States something revealing regarding the way of teaching that " often what we do is reproduce what we have learned [...]". Something like the following statement: you learn to teach by teaching. [... I was much more of that [traditional] teacher because I came from this experience, from reading, right?". (Isa). Such statements allow us to perceive the weight given to the
experiences experienced by teachers, either for the maintenance of traditional practices, or for the development of other didactic-pedagogical possibilities. In general, respondents indicated that they left a bachelor's degree course towards graduate school, and those who went through Bachelor's degrees did so through other higher education courses throughout their respective training. When not, a small portion sought to carry out complementary courses of higher didactics or active methodologies of Education.
With regard to the silences present in the linguistic corpora, regarding the subject of education, one aspect was absolutely suppressed: the tourism curricular guidelines, either those linked to The Bachelor's degrees in tourism (resolution N. F. 13, of November 24, 2006, establishing the National curricular guidelines of the undergraduate course in tourism), or those linked to the higher technology courses (resolution CNE/Cp 3, of December 18, 2002, establishing the General National curricular guidelines for the organization and operation of the higher technology courses).
Trying to move beyond this finding, it is important to seek to understand the reason for these absences. First, the hypothesis arises that, in general, aspects related to didactic-pedagogical issues would be the responsibility or coordination of courses or the structuring teaching nucleus. This would be linked to an item already worked throughout this research: the fact that higher education teachers prioritize the role of researchers over the role of professors. A side effect of this practice is that, although they have knowledge related to notices and regulations in the field of scientific research, they end up not being able to delve into the legal frameworks that guide the education of the tourism area. Identifying possible lack of knowledge or difficulty in accessing the legal frameworks that regulate education in the area tends to cause a practical harm: deviation from what can be treated in the classroom. It is necessary to pay attention to the previous statement and, to better understand it, it is desirable to evoke a speech by
one of the teachers interviewed when discussing professional disciplines:
What are vocational disciplines? I'm going to prepare the student for the front line, not to be so questioning, you know? [...] Use the audiovisual with this intention [use to raise reflection on sociocultural issues], otherwise I run away from my menu [...] (Mara).
The abovementioned quotation presents many points worthy of reflection. First, it is emphasized the ethical attitude of the teacher when concerned with the management of the discipline, especially when seeking to contemplate the contents proposed by the menu. However, the fact that the curricu-lar guidelines are not so present in the day-today life of Tourism educators prevents another reading from being made by them: that "a sociological discussion" or a debate about cultural aspects present in the videos would not be deviations, nor a denial to teach "what he needs to learn for that discipline".
This is because subjects could be thought of not only in terms of content, but also as teaching-learning environments in which skills and abilities can be conceived. And in Resolution No. 13, of November 24, 2006, establishing the national curriculum guidelines for the undergraduate course in tourism, there is an excerpt that could perhaps otherwise understand the " sociological discussion":
Art. 4, the undergraduate course in tourism shall enable vocational training showing at least the following skills and abilities: [...] X - domains of techniques related to the selection and evaluation of geographical, historical, artistic, sports, recreational and entertainment information, folkloric, artisanal, gastronomic, religious, political and other cultural traits, such as various forms of manifestation of the human community; [...] XII-interpersonal, intercultural communication and correct and precise expression on specific technical aspects and the interpretation of the reality of organizations and
the cultural traits of each community or social segment (Resolugao n° 13, de 24 de novembro de 2006, p. 2-3).
It is not intended, from the opposition of the statement of the educator with excerpts from the curricular guidelines, to point out errors in the didactic-pedagogical practice of the teacher. What is sought to show is that what is done punctually or occasionally (discussing aspects related to culture and society), could be done more recurrently without, with this, hurting legal assumptions of teaching in the area. That is, debating sociocultural issues would be in line with the construction of at least two skills proposed in the regulatory framework of the 156 Bachelor's degrees in tourism: selection and evaluation of information related to cultures and analysis of cultural aspects of groupings.
In other words, if what prevents data educators, linked to disciplines of specific contents, from discussing aspects related to culture is the fear of deviating from the "proposed contents", there are, on the other hand, gains in skills in this practice. Thus, instead of dichotomizing the debate between proposed contents and promoted skills, it seems appropriate to understand that both are complementary and, perhaps, indissoluble. This is perhaps a manifestation of a traditional education, since, being too focused on the contents, it ends up not considering that they are not only an end, but also a means.
Another practically absolute silencing concerns the few mentions of the pedagogical projects of the courses. They were cited three times, two of them to emphasize that the document was under modification. The third, more curious, testified that " one thing is what is written in the polyethic-pedagogical project [sic] and another is what happens in the room [..."(Erwin). Despite the fact that, in the sequence, the educator attests to being "an extremely important document", the testimony seems to synthesize a general assumption that considers that milestones or guidelines of this nature do not have a practical purpose. Despite possible criticisms of these projects, what is put there is the result of a set of
political and educational decisions, therefore, they express given conceptions around education, tourism and the actors involved in the teaching-learning processes. And these orientations were the result of a collective construction that needs to be legitimized. Ignoring or almost completely silencing pedagogical projects and / or curricular guidelines in the area can attest that: either there is an understanding that these documents do not interfere in the concrete reality of education, or that there is a lack of knowledge in relation to it.
As for the lack of knowledge, one can think of the mechanisms of dialogue existing in higher education courses around didactic-pedagogical issues. If, on the one hand, forums, such as the NDE's, allow a more acute and in-depth discussion of the topic, it may give rise to a sense of disengagement towards those who are not part of this sphere. Thus, observing the discursive silencing of educators is important to understand somewhat obscure points in the day-to-day teaching. Absences regarding curricular guidelines may cause the practices carried out to be dissociated from the legal guidelines in force in the country. Not knowing them tends to make it difficult to even question them and, consequently, to overcome those points identified as deficient.
5 Concluding Remarks
It is possible to consider that part of the didactic-pedagogical challenges of teachers of undergraduate courses in tourism in Brazil is not linked only to the specificities of the area. Rather, it is noticed that the country's own university organization, with emphasis on postgraduate courses for the training of researchers, tends to contribute to a small didactic qualification of teachers. In addition, in a work environment permeated by a logic of productivity and profusion of administrative functions, the improvement of the conditions of the teaching-learning process often ends up in the background.
Specifically, regarding the area of tourism teaching in higher education, some challenges were presented throughout this discussion: the fact that the courses are
relatively recent in Brazil, have experienced a great historical variation between supply and demand and, finally, the question of being guided by very broad national curriculum guidelines.
That said, this article, when analyzing the discourses of teachers of undergraduate courses in tourism in Brazil identified that these teachers are surrounded by difficulties with students, despite the great concern with academics and ignorance of the curricular guidelines and pedagogical plans of the courses, which may raise dissonant practices between existing and those made possible by law. Curiously, one of the points discussed by the teachers is concerning the pressure they feel due to the high volume of content to be taught in a short time, despite the national curriculum guidelines themselves enable the formation of skills from contact with other cultural manifestations, inclusive contemplating different forms of artistic productions.
In addition, we notice the recurrence of tradition in the Office of these teachers, especially from the centrality that the written text assumes with the teaching methodologies. As discussed, written textual productions are fundamental for the scientific field itself, however, they can, as pointed out by some interviewees, obliterate other possibilities, such as a somewhat more autonomous use of audiovisual productions. However, one aspect related to innovation is related to the adoption of different teaching strategies based on new information and Communication Technologies.
One of the limitations of this research was the difficulty of establishing approximations and, eventually, comparisons with works from other countries capable of problematiz-ing the challenges of teaching in higher tourism education. This restriction was due to the researcher's effort to understand the history and specificities of this subject in the country.
As future possibilities, it is understood that there is a fruitful field of research in Brazil regarding the teaching-learning process existing in undergraduate courses in tourism, especially when seeking to explore not only the
teaching methodologies adopted, but also those arranged in the curricula of the courses. In addition, two other research possibilities stand out: the evaluation mechanisms
adopted by teachers in the disciplines and the very vision of students and course coordinators in relation to the teaching-learning process carried out.
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