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Educação: Teoria e Prática
Print version ISSN 1993-2010On-line version ISSN 1981-8106
Abstract
RIVAS, Noeli Prestes Padilha; SCORZONI, Marília Ferranti Marques and CANTANO, Márcia Mendes Ruiz. From institutional programs to training proposals for university teaching at the Universidade de São Paulo: singularities and constitutive elements. Educ. Teoria Prática [online]. 2024, vol.34, n.67, e37. Epub Sep 05, 2024. ISSN 1981-8106. https://doi.org/10.18675/1981-8106.v34.n.67.s17944.
This article is part of the research project “University Pedagogical Assistance: Singularities and Synchronicities in an International Scenario”, in progress since 2022. The problem that permeates the study is based on the silencing of educational policies regarding the training of university professors who, in the absence of direction and legal support, are left to personal and institutional initiatives reflecting motivations and conceptions specific to the time-space in which they are inserted. In the case of the Universidade de São Paulo (USP), the actions and programs developed show the singularities of an institution that has built its identity based on research. The objective is to investigate the programs and proposals developed within the scope of the Universidade de São Paulo, as well as to analyze this training from the perspective of professors and managers involved. The corpus of analysis is constituted by institutional documents (yearbooks, reports) and interviews with social actors involved with institutional programs for the training of university professors. Data analysis is based on content analysis in the thematic modality. The data show that the institutional place of training programs and proposals has been marked by disputes that reflect the interests of different groups and social agents, emphasizing that at USP issues related to teaching have historically been treated as management policy, which reveals its non-place.
Keywords : Universidade de São Paulo; Teacher Training; University Teaching; Pro-rectory of Undergraduate Studies; Professional Development of Teachers.
