Abstract:
This paper addresses the emergence of higher education pedagogy in the context of democratization and expansion of higher education in Brazil. It points out that the necessary reconfiguration of both the teachers' role and the practices of teaching and learning which have invigorated the field of higher education pedagogy, revisiting pedagogical practices and curricular reorganization, in the context of the paradigmatic changes which have been affecting the reality of the educational processes. Expansion has brought into the academic staffs a number of teachers in the beginning of their careers, condition which demands special attention and actions as to their professional development, which occurs mainly in the workplace. The lack of public policies to trigger initial teacher education is particularly disquieting. In order to develop that discussion we must reflect upon different concepts of teacher education, which produce, respectively, distinct strategies of action. The text introduces three models in descending order of centralization: (A) Model of centralization and control of actions; (B) Model of partial decentralization and control of actions; and (C) decentralized Model of follow-up and control of actions. Such models have been used to analyze the Assumptions and characteristics of the indicators; the Comprehension of Teacher Education and Professional Development; the usual Formats of the strategies of teacher education; and the Formats of follow-up and assessment. Finally, suggestions of strategies for pedagogical support which have been featured in academic spaces are presented.
Keywords:
higher education pedagogy; teacher education; pedagogical support