Resumo

SANTOS, Vera Lucia Pontes dos  e  COSTA, Cleide Jane de Sá Araújo. Teaching, training and innovation: interconnected pathways in the configuration of pedagogical knowledge in higher education. ETD [online]. 2018, vol.20, n.1, pp.210-233. ISSN 1676-2592.  https://doi.org/10.20396/etd.v20i1.8649170.

This work analyzes the impact of a professional updating course on the pedagogical action of university professors. The course represents an action of the professor training program of a public university in the Northeast of Brazil. The study aimed to know how did the continued formation of newly admitted teachers impact the pedagogical action in the classroom. The qualitative approach was the reference of this research, outlined by the case study focused on the investigation of the teaching work group of thirteen professors graduating from the course searching for evidence that would legitimize the application of knowledge and practices derived from said training experience. This work establishes an interface with theories that deal with teaching knowledge in higher education, formative processes for teacher professionalization and the formative potential of Virtual Learning Environments (VLE). In the analysis of the pedagogical practice of the professors’ group, the data evidenced the application of theoretical and methodological aspects configured as innovative teaching knowledge, signaling a growing reconfiguration of pedagogical action in higher education. Therefore, the study presents didactic-pedagogical aspects potentiated by the continued formation and incorporated in the teaching action of a group of university professors graduated.

Palavras-chave : College Education; Teaching; Continuing Education; Pedagogical Action.

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