IMPACTOS DOS CONTEXTOS EMERGENTES NA AULA UNIVERSITÁRIA: TENSÕES E PERSPECTIVAS

Lui Nörnberg; Maria Janine Dalpiaz Reschke; Juliana Bittencourt Garcia

doi:10.1590/SciELOPreprints.3539

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Lui Nörnberg Universidade Federal de Pelotas https://orcid.org/0000-0002-0075-9733
Maria Janine Dalpiaz Reschke Faculdades Integradas de Taquara https://orcid.org/0000-0002-3456-749X
Juliana Bittencourt Garcia Universidade Federal de Pelotas https://orcid.org/0000-0002-6467-5264

DOI:

https://doi.org/10.1590/SciELOPreprints.3539

Keywords:

University pedagogy, Innovation, Pedagogical practice

Abstract

Thinking about the university in emerging contexts requires considering that, if the uni- versity of yore was wrong to give excessive emphasis to the past, today's is driven by the inexorable present and the unpredictable future, forcing it to review its conceptions and pedagogical practices in university class. This scenario has been inducer of movements that analyze and question the traditional paradigm of teaching and learning and that look for new references that respond to the condition of complexity. The scope of the study presented here focused to analyze three reports of practices per- formed and presented by participants of the XI Seminário Internacional de Educação Superior (XI

SIES) of Rede Sulriograndense de Investigadores da Educação Superior (RIES) held in 2018 at the Universidade Federal de Pelotas. All works were analyzed in order to identify evidence of innovative practices in the university class. We chose to describe the analysis of the works that presented, with greater prominence, two dimensions of innovation, they are: Rupture with the traditional way of tea- ching and learning and Reorganization of the theory/practice relationship. The results announce the movement of innovative actions that break up with the traditional way of teaching and learning and reorganize the relationship theory and practice, including elements from the daily lives of students and the world of life and work. The challenges are many, but the study showed the interest and protago- nism of teachers and students in the direction of a more significant and emancipatory pedagogical practice.

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Author Biographies

Lui Nörnberg, Universidade Federal de Pelotas

He has a degree in Pedagogy, Full Degree in Educational Guidance from Instituto Luterano de Ensino Superior de Ji Paraná RO (2001), Master's Degree (2003) and PhD (2008) in Education from the University of Vale do Rio dos Sinos. He is currently an Adjunct Professor in the Department of Fundamentals of Education in the School of Education at the Federal University of Pelotas. Head of the Section of Institutional Policies for EaD at NUPED (Núcleo de Políticas de EaD). Counselor at CONSUN (University Council of UFPEL) representing the category Adjunct Professors. Vice-Representative of the South Region at ANDIPE (National Association of Didactics and Teaching Practices); Professor in the Graduate Program in Science and Mathematics Teaching - Professional Master's Degree - Research Lines: Formation of Science and Mathematics Teachers and Methodological Strategies and Educational Resources for Teaching Science and Mathematics. She works and develops studies in the following areas Teacher Training and Teaching Practices, Distance Education, University Pedagogy, Hospital Pedagogy, giving conferences, lectures in the respective areas. She is a member of the following research groups: Study and Research Group: Higher Education and Emerging Contexts: studies on university pedagogical practices with emphasis on specific experiences of innovative pedagogical practices in the university classroom; Research Group: The teaching of Didactics in undergraduate courses at public universities in a remote way: the students' view.

Maria Janine Dalpiaz Reschke , Faculdades Integradas de Taquara

She holds a bachelor's degree in Social Sciences (1987) and a bachelor's degree (1985) from the Pontifical Catholic University of Rio Grande do Sul, a specialization in Popular Education from UNISINOS (1987), a master's degree in Sociology from the University of Brasília (2000), and a doctorate in Education from the University of Vale do Rio dos Sinos (2014). She is a member of the research group GIPedU linked to the Federal University of Pelotas. She also participates in the following research groups: GPDIGES linked to UNISINOS and recently she is linked to the Group of Studies and Research in University Pedagogy, of the Universidade Estadual Paulista Júlio de Mesquita Filho. She was a Professor at Universidade Luterana do Brasil - Gravataí Campus, in the Licentiate's Degree (2003-2019) and Bachelor's Degree courses in Physical Education. She was coordinator of research and extension (2010-2019). She coordinated the Pedagogy subproject in PIBID of Universidade Luterana do Brasil Gravataí (2014-2018) and the toy library extension project - Aprender Brincando, in the same unit (2007-2019). Develops research in the area of University Pedagogy since 2007, mainly on the following topics: Teacher Training, Didactics, Pedagogical Innovations, Internationalization and University Pedagogy. Currently doing post-doctoral training in PPGEDu - UFPEL-RS.

Juliana Bittencourt Garcia, Universidade Federal de Pelotas

Bachelor's Degree in Biological Sciences - Bachelor's Degree from the Methodist University Center of IPA (2012). Academic Master's Degree in Botany - Plant Anatomy from the Federal University of Rio Grande do Sul (2016). She is currently pursuing her PhD in Education at the Federal University of Pelotas, working mainly in research on Teacher Education, University Pedagogy, Pedagogical Innovations in the University Classroom. She is part of the research project Higher Education and Emerging Contexts: studies on university pedagogical practices; and the research and extension project Knowledge about Healthy Eating and Adequacy to Brazilian Food and Nutrition Recommendations: inseparability between epidemiological research, teaching and extension in nutritional care within the SUS, organizing activities from the methodological perspective of action research.