Biblioteca Digital de VanguardiaThe construction of the epistemological field of university pedagogy in Brazil
The purpose of this essay is to discuss the construction of the epistemological field of University Pedagogy in Brazil from the 1960s to today. In view of the current events that have changed the structural form of university classes, from on-site to remote, due to a global health crisis, we point o...
| Autores principales: | , |
|---|---|
| Formato: | info:eu-repo/semantics/article |
| Lenguaje: | Portugués |
| Publicado: |
Universidade Estadual de Campinas
2022
|
| Materias: | |
| Acceso en línea: | https://periodicos.sbu.unicamp.br/ojs/index.php/riesup/article/view/8661709 http://biblioteca-repositorio.clacso.edu.ar/handle/CLACSO/69173 |
| Sumario: | The purpose of this essay is to discuss the construction of the epistemological field of University Pedagogy in Brazil from the 1960s to today. In view of the current events that have changed the structural form of university classes, from on-site to remote, due to a global health crisis, we point out the ways in which it is going and how to act in the face of new challenges and contemporary conflicts imposed on its trajectory over the years. Of a descriptive and documentary nature, it presents theoretical references specifics to the area that thematize and support the reflections assumed here. In times of resistance, its peculiar character points to the ethical and philosophical need for a connected, shared and direct teaching between teachers, students and higher education institution and not recorded and disconnected classes, breaking with the logic of the capitalist and neoliberal mercantile system. It is necessary to understand pedagogy as a science of education in order to account for the impasses that universities are going through in the beginning of this century and with these, University Pedagogy, as an object of study, constitutes the basis of an architecture along with is determining characteristics that underlie the education in higher education, didactics and teacher training and professional development. |
|---|