A Assessoria Pedagógica Universitária na Argentina. Percepções sobre as práticas profissionais dos assessores pedagógicos universitários

• Autor(a) principal: Viñas, Walter
• Data de Publicação: 2023
• Outros Autores: Lavalletto, María Mercedes
• Tipo de documento: Artigo
• Idioma: spa
• Título da fonte: EDUCAÇÃO: Teoria e Prática
• Texto Completo: https://www.periodicos.rc.biblioteca.unesp.br/index.php/educacao/article/view/17952
• topic: Educación Superior. Asesoría Pedagógica. Didáctica Universitaria.; Higher Education. Pedagogical Adviser. University Didactics.; Educação Superior. Assessoria Pedagógica. Didática Universitária.

The following project is part of the investigation project: “University Pedagogical Advising: Singularities and Synchronicities in an International Scenario” by Prof. María Antonia Ramos de Azevedo from Universidade Estadual Paulista Júlio de Mesquita Filho, in Brazil. It addresses the perceptions about University Pedagogical Advising, in different countries. Here we will take the case of Argentina, and in particular the three analysis units developed in the following institutions: Universidad de Buenos Aires, Universidad Nacional de Avellaneda and Hospital de Pediatría SAMIC “Prof. Dr. Juan P. Garrahan”. These perceptions were collected through instruments with qualitative logic based on narratives from the advisers themselves. Questionnaires, voluntarily answered, were applied to know the ways of perceiving the representations of the research subjects, organizational forms that the advisories assume and the practices they develop. In the analysis theoretical contributions were utilized by the Estudios Sobre el Aula Universitaria Research Program, under the academic direction of Dr. Elisa Lucarelli and Mg. Claudia Finkelstein, which has been developed in Argentina since 1985. In the cases analyzed, it was observed that the pedagogical advisors have a solid training and carry out tasks that are oriented to contribute to the improvement of teaching practices. The challenges they face and their possibilities are linked to the trajectories of institutional spaces. It is expected that the reflections and analysis of the data presented in the article can contribute to the comprehension of University Pedagogical Advising.