Pedagogical advisories and their institutional role at the University of the Republic, Uruguay (2012-2021)

• Autor(a) principal: Collazo, Mercedes
• Data de Publicação: 2023
• Outros Autores: Peré, Nancy, Cabrera, Carolina, De Bellys, Sylvia, Fachinetti, Virginia, Sanguinetti, Vanesa
• 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/17953
• topic: Política Institucional. Asesoría Pedagógica. Enseñanza Universitaria.; Institutional Policy. Pedagogical Advice. University Teaching.; Política Institucional. Assessoria Pedagógica. Ensino Universitário.

The pedagogical consultancies of the University of the Republic (Udelar) of Uruguay, show a continuous development in a process of installation and consolidation that meets several different stages over more than 50 years. The creation of teaching support units in faculties, institutes and schools responds to the need to provide advice and teacher training in teaching and evaluation methodologies. From that moment on, these units debate central issues: pedagogical innovation, student attention and support for curricular development. These points make up the axes of the educational policy of the entire institution. In the period considered, between 2012 and 2021, already consolidated as academic structures at Udelar, the teaching support units played a fundamental role in sustaining education during the health emergency caused by Covid-19, prioritizing their institutional role. The article focuses on the current characteristics of the pedagogical consultancies and their role in Udelar: structure, functions performed and profile of the advisers, without ignoring the consolidation process they have undergone in recent years, reconstructing their historicity, establishing moments and characteristics of each of the periods. A descriptive qualitative study was carried out using documentary analysis and a survey of members of the teaching support units as techniques. This study allowed an update of some previously collected data and incorporated a perception of those surveyed about the institutional role and the assessment of these academic structures.