University pedagogical advisory and the Brazilian Congress of University Pedagogy: an experience of building training space

• Autor(a) principal: Xavier, Amanda Rezende Costa
• Data de Publicação: 2021
• Outros Autores: Helmer, Ester Almeida, Maldonado, Elaine Cristina, Carrasco, Lígia Bueno Zangali, Azevedo, Maria Antonia Ramos de
• Tipo de documento: Artigo
• Idioma: por; eng
• Título da fonte: Revista Docência do Ensino Superior (Online)
• Texto Completo: https://periodicos.ufmg.br/index.php/rdes/article/view/35163
• topic: Assessoria pedagógica universitária; Pedagogia universitária; Formação pedagógica; University pedagogical advisory; University pedagogy; Pedagogical training; Asesoramiento pedagógico universitario; Pedagogía universitaria; Formación pedagógica

This article aims to provide elements that make it possible to reflect on training spaces and practices developed by and for university pedagogical advisors, who are responsible for pedagogy within the university. Considering the theoretical framework of university pedagogy, a training space was included in a brazilian congress on Education, called the Brazilian Congress of University Pedagogy, which was held in 2020. Guided by a dialogical and active methodology, a workshop on university pedagogical advisory was offered in the congress, bringing together 22 professionals from 11 higher education institutions who work on the subject. This aimed to define the professional limits of advisors. The effects of this experience indicate that to build training spaces beyond those formally available can enhance learning in a given field, becoming an opportunity for self-training, which is not always possible in some functions under development. included in a Brazilian congress in the area of education, called the Brazilian Congress of University Pedagogy, which was held in 2020. Guided by a dialogical and active methodology, a workshop on university pedagogical advisory was offered in this congress, bringing together 22 professionals from 11 higher education institutions who focus on the topic. It aimed to define the limits of the professional performance of these advisors. The effects of this experience indicate that building training spaces beyond those formally constituted can enhance learning in a given field, whichbecomes an opportunity for self-training, not always possible in some functions under construction.