TEACHING METHODOLOGIES AND INNOVATIVE ACTIONS IN UNDERGRADUATE COURSES FROM UNIVERSIDADE ESTADUAL PAULISTA JULIO DE MESQUITA FILHO - UNESP/BRAZIL

• Autor(a) principal: Andrade Lopes, A. de [UNESP]
• Data de Publicação: 2013
• Outros Autores: Spazziani, M. L. [UNESP], Colvara, L. D. [UNESP], Oliva, V. N. L. S. [UNESP], Oliveira, J. B. B. [UNESP], Schlunzen, K. [UNESP], Miskulin, R. [UNESP], Chova, L. G., Martinez, A. L., Torres, I. C.
• Tipo de documento: Artigo de conferência
• Idioma: eng
• Título da fonte: Repositório Institucional da UNESP
• Texto Completo: http://hdl.handle.net/11449/194798
• topic: undergraduate education; teaching methods; teacher training

The Unesp in Sao Paulo (Brazil) is responsible for training nearly 7,000 professionals/year, which are thrown into the labor market with the commitment and competence to deal with the varied activities inherent in the various careers in higher education. Aware of the changing and complex world of today's society that requires personal skills, attitudes and knowledge of large-scale and applicability, the Dean's Office for undergraduate studies - Prograd has invested in a series of actions aimed to improve their courses, these actions explained in Institutional Development Project - PDI. Aiming to contribute to the goals established for this area of expertise of the university, this project proposes to investigate methodologies present in undergraduate courses to subsidize actions related to improving educational practices for higher education in all areas of knowledge. Therefore, teachers were invited representing 35 academic units in order to initiate dialogue and propose a program of Innovative Methodologies for Teaching Undergraduate UNESP. Eighty-five teachers participated in this discussion of different areas of knowledge, in eight hours meeting. They presented four investigative questions related to innovative actions in the process of teaching and learning at university, teaching methods in undergraduate courses and their specific areas of knowledge, teaching and pedagogical potential of Digital Communication and Information Technologies (DCIT), and conditions required to the incorporation of new technologies in teaching political projects of undergraduate teaching. The questions were answered and initially registered individually, then discussed in small groups. A summary of the group discussions was presented to all participants in the closing session of the meeting. As results stand out: the broad participation of teachers, assessing methodologies and innovative actions in public higher education, as well as the richness of the dialogue between teachers from different areas of knowledge. From investigative questions presented, we obtained the following guidelines for the preparation of the Program: inclusion of all segments of the university in this discussion (teachers, students, and staff); need for a common definition for the participants who are the methodologies and innovative actions in higher education in order actions that may converge to a common goal, evaluation of the innovative actions, especially those relating to DCIT are designed as educational tools and not as a solution to structural, curricular and pedagogical higher education problems; wide dissemination and training of teachers, students and staff in the management of digital technology tools and equipment available, the spaces already in place at the university, such as class councils, councils course, advisory committees of teaching, research and extension, local and central collegiate bodies should constitute continuous forums for dialogue between teachers, students and staff in order to evaluate the teaching methods used and the incorporation of new technologies. The systematic data will be sent to teachers and guide the next steps of Prograd on vocational training of excellence, based on assumptions scientific, social and ethical issues that accompany the activities of teaching, research and extension education.