Trajectories, perspectives and deadlocks: the pedagogical advisory at UFPel in question

• Autor(a) principal: Cunha, Maria Isabel da
• Data de Publicação: 2023
• Outros Autores: Garcia, Juliana Bittencourt, Reschke, Maria Janine Dalpiaz, Lopes, Débora Cristina Nichelle
• 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/17948
• topic: Educação Superior. Formação Continuada. Assessoria Pedagógica Universitária. Trabalho Docente.; Higher Education. Continuing Training. University Pedagogical Advisory. Teaching Work.; Educación Superior. Formación Continua. Asesoramiento Pedagógico Universitario. Trabajo Docente.

The present study is part of the project “University Pedagogical Advisory: singularities and synchronicities in an international scenario”, developed by brazilian, argentine, uruguayan and portuguese universities with the objective of systematizing the concepts and practices of pedagogical advisory in higher education institutions (HEIs) of the countries involved. It is a research of multiple cases with quantitative and qualitative procedures. A methodological design for data collection was organized, including questionnaires to the advisory teams of each university involved and to the professors who had participated in formative processes promoted by the HEI. The authors who supported the analyzes and interpretation of the study were, mainly, Cunha (2008, 2010, 2022), Hamermüller (2022), Sousa Santos (2000), Pimenta and Anastasiou (2002), Nóvoa (1992). We realize, from the historical review exposed in the text, that the movements generated for university pedagogical advisory at Universidade Federal de Pelotas (UFPel) were designed and redesigned over different political periods and management models. Considering, however, from the depositions of our interlocutors, the importance of university pedagogical advisory is evident, since they bring reflections on practice and perceptions about concepts and understandings of teaching work.