Credit hours
In-class work per week |
Practice per week |
Credits |
Duration |
Total |
1 |
1 |
4 |
15 weeks |
60 hours |
Instructor
Idemauro Antonio Rodrigues de Lara
Objective
To encourage reflections on Education and teaching practice with critical and ethical thinking; To develop
didactic and pedagogical strategies; To know the teaching approaches, the fundamentals and their
repercussion in the teaching formation in Higher Education; To discuss theoretical and methodological
assumptions that support the teaching stage in Higher Education; Analyze the teaching practice in
Higher Education, including the professor-student-knowledge relationship in the different learning
contexts.
Content
Professor training and teaching identity. Didactics in Higher Education and teaching process:
approaches, fundamentals and operational components. The relation professor-student-knowledge in
Higher Education. Teaching planning and learning assessment. The classroom and the organization of
pedagogical work: Information and communication technologies. Education Policies. Structure and
functioning of higher Education in Brazil.
Program content:
1. STAGE, DIDACTICS AND TEACHING IDENTITY IN HIGHER EDUCATION
1.1. The Role of Didactics in Professor Education: Approaches and theoretical foundations 1.2. Didactics
and the Construction of Teaching Identity in Higher Education 1.3. The Dialectical Relationship between
Teaching Theory and Practice.
2. ORGANIZATION OF PEDAGOGICAL WORK AND TRAINING EVALUATION IN HIGHER EDUCATION
2.1. The Classroom: space of mediation, production and appropriation of knowledge 2.2. Planning and
Evaluation in Higher Education 2.3. The Role of Methods and Techniques in the Teaching-Learning
Process 2.4. Concepts and Practices of Learning Assessment.
3. TEACHING AND INFORMATION AND COMMUNICATION TECHNOLOGIES (ICTs) IN HIGHER
EDUCATION 3.1. Teaching in Higher Education and Information and Communication Technologies 3.2.
Didactics and Technologies in the Context of the Classroom: challenges and contributions.
4. TEACHING PROCESSES
4.1 Study of the prospects of teaching-learning-knowledge processes in the context of Highier
Education.
4.2 Case studies and complementary seminars.
5. Structure and functioning of higher Education in Brazil.
Bibliography
Brasil. Lei de Diretrizes e Bases da Educação Nacional. Lei 9.394 de 20/12/1996.
CALDEIRA, A. M. S.; AZZI, S. Didática e construção da práxis docente: dimensão explicativa e
projetiva. In: ANDRÉ, M. E. D. A.; OLIVEIRA, M. R. N. S. (Orgs.). Alternativas no Ensino de Didática. 4.
ed. Campinas: Papirus, 2002.
CASTANHO, M. E. L. M. A criatividade na sala de aula universitária. In: VEIGA, I. P. A.; CASTANHO, M.
E. L. M. (Orgs.). Pedagogia Universitária: a aula em foco. 2. ed. Campinas: Papirus, 2001. p. 75-89.
CUNHA, M. I. da. Diferentes olhares sobre as práticas pedagógicas no ensino superior: a docência e sua
formação. Educação, v.54, n.3, p.525-36, 2004.
DALBEN, A. I. L. F. (Org.). Convergências e Tensões no Campo da Formação e do Trabalho Docente.
Belo Horizonte: Autêntica, 2010.
DALBEN, A. I. L. F. (Org.). Convergências e Tensões no Campo da Formação e do Trabalho Docente.
Belo Horizonte: Autêntica, 2010.
Luckesi, C. C. Avaliação da Aprendizagem Escolar: estudos e proposições. São Paulo: Cortez, 1999.
Luz, A.A. A avaliação do ensino superior. Educar, 13, p-55-66.
MARTINS, P. L. O. Didática Teórica/Didática Prática: para além do confronto. 6. ed. São Paulo: Loyola,
2000.
MIZUKAMI, M. G. N. Ensino: as abordagens do processo. 13. Reimpr. São Paulo: EPU, 2003.
PIMENTA, S. G.; LIMA, M. S. L. Estágio e Docência. 2. ed. São Paulo: Cortez, 2004.
RESENDE, L. M. G. de.; FONSECA, M. A aula universitária. In: VEIGA, I. P., A.; CASTANHO, M. E. L. M.
(Orgs.). Pedagogia Universitária: a aula em foco. 2. ed. Campinas: Papirus, 2001. p. 161-191.
SOBRINHO, J.D. Dilemas da Educação Superior no Mundo Globalizado: Casa do Psicólogo, 2005.VEIGA,
I. P. A.