PEDAGOGIA UNIVERSITÁRIA E APRENDIZAGEM DOCENTE: relações e novos sentidos da professoralidade

• Main Authors: Doris Pires Vargas Bolzan, Silvia Maria de Aguiar Isaia
• Format: Article
• Language: English
• Published: Editora Universitária Champagnat - PUCPRESS 2010-01-01
• Series: Revista Diálogo Educacional
• Online Access: http://www.redalyc.org/articulo.oa?id=189114444002
• ISSN: 1518-3483; 1981-416X

This article relates to the university pedagogy and the docent learning that is searching to clarify the relations and the new significations of professorship. Thus, reflecting about the manners of pedagogical intervention can contribute to the construction of professorship as this reflexive process can answer to specific conditions perceiving the experience like the beginning - it is not the moment of the highest point of the docent learning. We infer that the essential bases for the university pedagogy are the individual and collective reflection, inter subjective and inter discursive relations and the shared pedagogic knowledge that consubstantiate at the act of learning to be a professor. Therefore, the university pedagogy can be thought as a field in construction in which we can analyze and understand the phenomena of learning and teaching the professions, above all, a place that the university teaching in action can be rebuilt. In such case, analyzing the university context we searching to find genuine forms of knowledge construction able to become dynamics the innovations and the diffusion of experiences, considering the global and local context in which the pedagogic process sets up. Finally, we believe that this space is constituted by a formation place in which the pedagogic protagonism is recognized as a way to the emancipation of the formative processes of the learning of being professor and the construction of professorship.