Formação de professores no ensino superior: a profissionalização docente por meio da pedagogia universitária.

Abstract

This study, part of a master's degree in Education (CAPES), is part of a proposal linked to the International Research Network on Professional Development of Teachers-RIDEP, which encompasses a project financed by FAPEMIG-02/2018 Minas Gerais Researcher Program. It aims to dialogue and provoke reflections on the complexity of university teaching. A qualitative bibliographical research was carried out, focusing on the investigation and discussion of the themes “Training and professional development of higher education teachers” and “University Pedagogy”. The theoretical framework is based on the selection of articles available on Google Scholar and Scielo, using terms referring to the research themes. It starts from the premise that the training of university teachers must consider the precepts of University Pedagogy, which mainly discusses the didactic-pedagogical performance of teachers. The authors show results that highlight discussions that can generate reflections: Brazilian legislation, referring to higher education, does not require didactic-pedagogical training, directing this responsibility to postgraduate courses that do not always offer this training; university teaching has been established based on the ideal that: “those who know how to do know how to teach”; the existence of weaknesses involving the teaching profession is common, at the same time that resistance is observed on the part of teachers towards training processes.