Pedagogia na universidade : contribuições aos processos de formação do professor da educação superior

Abstract

This thesis is grounded in the perspective that teaching practice in public universities can be enriched by incorporating Critical Pedagogy as an epistemological foundation, an academic stance, and an investigative praxis in everyday activities. To achieve this, it is necessary to break away from archaic practices, structured as "banking" methods, and embrace more critical, investigative, and creative approaches. The research question guiding this study is: how can Pedagogy, as an educational science, when integrated into the context of public higher education, contribute to institutional projects and initiatives for faculty development, known as University Pedagogy Programs? The general objective focuses on understanding the theoretical foundations of Pedagogy and their contribution to institutional programs for faculty development in higher education. The thesis contends that the perceived dichotomy between University Pedagogy and Pedagogy within the university does not merely represent opposition, but rather, these two conceptions complement each other. While University Pedagogy is specifically concerned with the pedagogical development of higher education teachers, Pedagogy within the university encompasses a broader scope, involving pedagogical practice based on the orientations and epistemological principles of Critical Pedagogy. Employing a qualitative approach with a critical-dialectical stance, the methodology explores document analysis of the programs from three selected Brazilian federal universities (Federal University of Alagoas; Federal University of Bahia/Multidisciplinary Health Institute/IMS/CAT/UFBA; and Federal University of Santa Maria). The analysis uses Bardin’s (1977) content analysis technique, focusing on the main category of “Pedagogy within the university” as the object of analysis, resulting in three specific dimensions: the institutionalization of University Pedagogy Programs; the implementation of pedagogical practices; and the evaluation of outcomes. The data indicate that Pedagogy, as an educational science, when critically integrated into public higher education, significantly contributes to faculty qualification through University Pedagogy Programs. These programs, grounded in Critical Pedagogy, promote more reflective and innovative pedagogical practices, challenging traditional approaches. The analysis revealed that the institutionalization, implementation, and evaluation of these programs in the studied universities strengthen emancipatory faculty development and enhance the quality of public higher education in Brazil. The thesis concludes that the interaction between University Pedagogy and Pedagogy within the university is complementary and essential for advancing public higher education.