Resumen

SCHNEIDER, DANIELE DA ROCHA; SCHRAIBER, ROGÉRIO TUBIAS  y  MALLMANN, ELENA MARIA. Technological-Pedagogical Fluency in University Teaching. Rev. Diálogo Educ. [online]. 2020, vol.20, n.67, pp.1986-2003.  Epub 31-Dic-2020. ISSN 1981-416X.  https://doi.org/10.7213/1981-416x.20.067.ao05.

Teaching in university education requires a multiplicity of teacher skills in the face of emerging contexts that have been changing traditional teaching-learning models. In this sense, the article highlights Technological-Pedagogical Fluency as a challenge to university teaching. It aims to analyze the Technological-Pedagogical Fluency of teachers in a Small Open Online Course called “REA: Education for the Future” offered to teachers and public servants of public schools in the state of Rio Grande do Sul. Therefore, the theoretical basis that supports the concept is recovered. The consequences in the didactic interrelationships of the teacher's work are problematized. The delimitation, organization and analysis of the data was carried out based on the methodological orientation of the action research through three matrices: Dialogical-Problematizing Matrix (MDP), Thematic-Organizing Matrix (MTO) and Thematic-Analytical Matrix (MTA). The results show that the set of knowledge and pedagogical practices inherent to teaching in university education are made possible by the development of Technological-Pedagogical Fluency. The fluent teacher advances to deeper levels of reflection, analysis and knowledge production. All this in relation to planning actions, organization of methodologies and didactic strategies, evaluation and interactions between participants. In this face, greater Technological-Pedagogical Fluency of teachers generates more quality in the teaching-learning process.

Palabras clave : Teacher; University Teaching; Technological-Pedagogical Fluency; Higher education.

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