ABSTRACT:
Thinking about the university in emerging contexts requires considering that, if the university 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. The scope of the study presented here focused on a qualitative analysis of three reports of practices carried out and presented by participants of the XI Seminário Internacional de Educação Superior (XI SIES) of the South Brazilian Network of Higher Education Investigators, held in 2018 at the Universidade Federal de Pelotas. The selected works obey the selection criterion of presenting, at least, two of the most prominent and related dimensions of innovation, they are: Break with the traditional way of teaching and learning and Reorganization of the theory/practice relationship because we understand that an innovative practice must present at least two of the dimensions proposed by Cunha (2006). The authors who supported this work were mainly Santos (2010), Franco (2012), Didriksson (2008), Cunha (1998, 2006), Morosini (2014), Tardif (2002) and Shulman (1989), guiding the intended analysis, whether in the understanding of emerging contexts, or in the field of pedagogical practices and innovation. The challenges are many, but the study showed the interest and protagonism of teachers and students in the direction of a more significant and emancipatory.
Keywords:
university pedagogy; innovation; pedagogical practice