Abstract

SCREMIN, Greice  and  ISAIA, Silvia Maria de Aguiar. University pedagogies: the influence of different areas of knowledge on teaching performance. Educ. Pesqui. [online]. 2018, vol.44, e177719.  Epub Oct 05, 2018. ISSN 1678-4634.  https://doi.org/10.1590/s1678-4634201844177719.

This article aims to discuss the influence of different areas of knowledge on university pedagogy. The qualitative-narrative methodological approach was based on the corpus consisting of the narratives of 60 teachers from different areas (according to the CNPq classification), from a public university in the countryside of Rio Grande do Sul (Brazil). The analysis of the narratives complied with the principles of Discursive Textual Analysis. As results, the research allowed for the experience of a space to train researchers in the context of a research group, due to the fact that researchers from different areas of knowledge are members of this group, which favored the diversity of forms of interpretation and organization of the analysis of the research findings. Regarding the process of interpreting the findings, the categories of analysis constructed included: specific knowledge as a teacher’s guide; network of knowledge of the professional area; teaching in action. These three categories were permeated by a founding nucleus (supra category) which was called the personal dimension of teaching, thus distinguishing the teaching performance. It was possible to verify that the pedagogical knowledge is adjusted to the different areas of knowledge, taking shape as a specific pedagogical knowledge. This eventually asserts and boosts a characteristic of epistemological structure suitable to the pedagogical knowledge.

Keywords : University pedagogies; Teaching performance; Knowledge areas; Academic skills.

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