University Pedagogical Advising: meanings and practices based on theses and dissertations

• Autor(a) principal: Carrasco, Ligia Bueno Zangali
• Data de Publicação: 2023
• Outros Autores: Helmer, Ester Almeida, Batista, Sylvia Helena Souza da Silva, Flores, Maria José Batista Pinto, Batista, Nildo Alves, Medeiros, Lucilene Martorelli Ortiz Petin
• Tipo de documento: Artigo
• Idioma: por
• Título da fonte: EDUCAÇÃO: Teoria e Prática
• Texto Completo: https://www.periodicos.rc.biblioteca.unesp.br/index.php/educacao/article/view/17941
• topic: Assessoramento Pedagógico. Espaços Formativos. Docência Universitária. Formação Docente.; Pedagogical Advice. Formative Spaces. University Teaching. Teacher Training.; Asesoramiento Pedagógico. Espacios de Formación. Docencia Universitaria. Formación Docente.

This work is part of the research project “University Pedagogical Advising: singularities and synchronicities in an international scenario" ( with the support of the Fundação de Amparo à Pesquisa do Estado de São Paulo [Fapesp]), which aims to systematize the conceptions and practices of International University Pedagogical Advising, identifying singularities and synchronicities. The presented scope covers a survey of theses and dissertations, defended in the national scenario, in the period from 2016 to 2022 on the theme of Pedagogical Advising and University Pedagogy. The methodology comprised the capture of the productions in the  Capes and BDTD bases, using the descriptors " University Pedagogical Advising " and " University Pedagogy ". The findings were organized in the a priori categories: Conception of Advising, Adviser Profile, Institutional Policy for Teacher Training, and Legitimacy of the Advising Practice. The results signaled 96 theses and dissertations and, after the exclusion by duplication and non-adherence to the scope of the research project, an empirical field composed of 74 productions was configured. It was decided, due to the quantity of findings, to define a subgrouping for analysis in this article, encompassing 41 theses and dissertations. The analytical work revealed the importance of the institutionalization of formative practices and the constitution of interactive and dialogic spaces on issues that permeate the university teaching and the formative itineraries of teachers.