Abstract

CANTANO, Márcia Mendes Ruiz et al. University Pedagogy in Brazil: What does the bibliographic production reveal?. Educ. Teoria Prática [online]. 2024, vol.34, n.67, e33.  Epub Sep 05, 2024. ISSN 1981-8106.  https://doi.org/10.18675/1981-8106.v34.n.67.s17940.

Reflection on teacher education for higher education comprises philosophical and epistemological positions that presuppose understanding the field of University Pedagogy by recovering the training processes in their historical, political and social constitution. This article aims to identify what the bibliographic production (books) reveals about University Pedagogy, teacher training and university pedagogical advice, from 2007 to 2022, understanding that the epistemological status of pedagogical knowledge is imperative in the face of contemporary challenges regarding the professional development of teachers and, consequently, the training of university students. The data reveal, either by the analysis of the categories or by the semantic frequency that the denomination "University Pedagogy" has been giving way to other denominations, especially "Teacher Training". Another highlight to be considered is the emergence of content related to "Pedagogical issues and practices of university teaching", which have taken shape over time and become a cornerstone of academic production. The analysis of this process presupposes considering the current context of the university, its challenges and educational policies in the understanding of the university as a social institution and social organization. The theme "Pedagogical Advice" is not yet representative in the country, but it is an object of investigation, in view of its potential.

Keywords : Teacher Education; University Pedagogy; Pedagogical Counseling; Professional Development; Integrative Review.

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