University Pedagogical Advising: knowledge and practices in the context of a brazilian public university

• Autor(a) principal: Batista, Sylvia Helena Souza da Silva
• Data de Publicação: 2023
• Outros Autores: Lima, Bárbara Patrícia da Silva, Santos, Geovannia Mendonça dos, Medeiros, Lucilene Martorelli Ortiz Petin, Batista, Nildo Alves
• 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/17950
• topic: Assessoramento Pedagógico. Docência Universitária. Formação Docente.; Pedagogical Counseling. University Teaching. Faculty Development.; Asesoramiento Pedagógico. 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]). The cut presented covers the conceptions of teachers and technicians involved with teacher training at the Federal University of São Paulo (Unifesp). The methodology comprised the application of a questionnaire to the participants, considering their different institutional places: pro-rector of undergraduate studies, team in charge of teacher education actions, professor participants and non-participants of the referred actions. The analytical work was anchored on content analysis, of the thematic type. Seven female university employees participated in this study, five of them being associated professors and two pedagogues, technical-administrative in education. Three categories were configured: (1) Teacher Training in the University: from the gift to the learning process; (2) Teacher Training Spaces: among experiences and evidences and (3) Interlocutions in Teacher Training: trainers of trainers. The findings reveal dynamics of pedagogical advising in the everyday life of the university, indicating the "pandemic" as an angular moment of formative experiences. It is also observed the persistence of the social representation of teaching as something from the "innate" field. This persistence contrasts, in a contradictory way, with the references to scientific evidence that are shared in the actions of teacher education. The critical-reflexive dimension of education as a right and at the service of life with rights emerged as a constituent of the processes of becoming a university teacher.