Perceptions of teaching at bachelor's degree in civil engineering in a Brazilian federal university

The article presents research results that aimed to understand the professional context of the professors of the course of Civil Engineering and analyze the perceptions about their teaching practices. A theoretical study was carried out on the history of the Civil Engineering course in Brazil and the training of teachers, engineers and training of teaching engineers and a semi-structured questionnaire were applied to twelve (12) professors of the Civil Engineering course at a Brazilian public university located in the state of Minas Gerais. The data were analyzed through the content analysis method. The results indicate that the teachers did not receive didactic-pedagogical training during their professional training in stricto sensu postgraduate courses (masters and doctorate) to act as teachers. They also report the lack of didactic discipline in stricto sensu training courses and suggest the offer, in the institution where they work, continuing education programs in teaching in higher education that contribute to complement training and improvement in professional performance.