IMPACTS OF EMERGING CONTEXTS IN THE UNIVERSITY CLASS: TENSIONS AND PERSPECTIVES

• Autor(a) principal: Nörnberg, Lui
• Data de Publicação: 2022
• Outros Autores: Reschke , Maria Janine Dalpiaz, Garcia, Juliana Bittencourt
• Tipo de documento: preprint
• Idioma: por
• Título da fonte: SciELO Preprints
• Texto Completo: https://preprints.scielo.org/index.php/scielo/preprint/view/3539
• topic: Pedagogia Univeristária; Inovação; Prática Pedagógica; University pedagogy; Innovation; Pedagogical practice; Pedagogía universitaria; Innovación; Práctica pedagógica

Thinking about the university in emerging contexts requires considering that, if the uni- versity of yore was wrong to give excessive emphasis to the past, today's is driven by the inexorable present and the unpredictable future, forcing it to review its conceptions and pedagogical practices in university class. This scenario has been inducer of movements that analyze and question the traditional paradigm of teaching and learning and that look for new references that respond to the condition of complexity. The scope of the study presented here focused to analyze three reports of practices per- formed and presented by participants of the XI Seminário Internacional de Educação Superior (XI SIES) of Rede Sulriograndense de Investigadores da Educação Superior (RIES) held in 2018 at the Universidade Federal de Pelotas. All works were analyzed in order to identify evidence of innovative practices in the university class. We chose to describe the analysis of the works that presented, with greater prominence, two dimensions of innovation, they are: Rupture with the traditional way of tea- ching and learning and Reorganization of the theory/practice relationship. The results announce the movement of innovative actions that break up with the traditional way of teaching and learning and reorganize the relationship theory and practice, including elements from the daily lives of students and the world of life and work. The challenges are many, but the study showed the interest and protago- nism of teachers and students in the direction of a more significant and emancipatory pedagogical practice.