The inverted diary as a possibility of intensive pedagogical variation

• Autor(a) principal: Federici, Conrado Augusto Gandara
• Data de Publicação: 2021
• Outros Autores: Mendes, Mariana Louver, Liberman, Flávia
• Tipo de documento: Artigo
• Idioma: por
• Título da fonte: Pro-Posições (Online)
• Texto Completo: https://periodicos.sbu.unicamp.br/ojs/index.php/proposic/article/view/8668301
• topic: Diário; Métodos didático-pedagógicos; Processo de ensinoaprendizagem; Ensino superior; Diário; Métodos didático-pedagógicos; Processo de ensinoaprendizagem; Ensino superior; Diary; Didactic-pedagogical methods; Teaching-learning process; Higher education

This article approaches the inverted diary, a pedagogical action developed with 3rd year students at a public university. The teacher’s initiative, which consisted in sending field diaries to the students, had the goal of “horizontalizing”, intensifying and qualifying communication between them. The proposal was developed along a practice discipline with women in vulnerable situations in the municipality of Santos, state of São Paulo, wich was considered as a pedagogical variation that allowed discussing new teaching-learning practices and actions that can promote relations of trust, respect and composition in the university context. Working with a more controlled time raised the quality of meetings to a new degree, thus reconciling trust and care as the early meanings of the pedagogical relationship.