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...
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| Formato: | info:eu-repo/semantics/article |
| Lenguaje: | Portugués |
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Universidade Estadual de Campinas
2022
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| Acceso en línea: | https://periodicos.sbu.unicamp.br/ojs/index.php/riesup/article/view/8661709 http://biblioteca-repositorio.clacso.edu.ar/handle/CLACSO/69173 |
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| author | Queiros, Gean Breda Aroeira, Kalline Pereira |
| author_facet | Queiros, Gean Breda Aroeira, Kalline Pereira |
| author_sort | Queiros, Gean Breda |
| collection | Repositorio |
| description | 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. |
| format | info:eu-repo/semantics/article |
| id | clacso-CLACSO69173 |
| institution | CLACSO, Repositorio Digital |
| language | Portugués |
| publishDate | 2022 |
| publisher | Universidade Estadual de Campinas |
| record_format | greenstone |
| spelling | clacso-CLACSO691732022-03-21T16:37:04Z The construction of the epistemological field of university pedagogy in Brazil La constucción del campo epistemológico de la pedagogía universitaria en Brasil A construção do campo epistemológico da pedagogia universitária no Brasil Queiros, Gean Breda Aroeira, Kalline Pereira Pedagogía universitaria Epistemología Ética y filosofía de la educación Formación docente y desarrollo profesional Enseñanza superior Pedagogia universitária Epistemologia Ética e filosofia da educação Formação e desenvolvimento profissional docente Ensino superior University pedagogy Epistemology Ethics and philosophy of education Teacher training and professional development University education 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. El propósito de este ensayo es discutir la construcción del campo epistemológico de la Pedagogía Universitaria en Brasil desde la década de 1960 hasta la actualidad. Ante los hechos actuales que han cambiado la forma estructural de las clases universitarias, de presenciales a remotas, debido a una crisis de salud global, señalamos las formas en las que va y cómo actuar frente a los nuevos desafíos y conflictos contemporáneos impuestos en su trayectoria a lo largo de los anos. De carácter descriptivo y documental, presenta referencias teóricas propias del área que tematizan y sustentan las reflexiones aquí asumidas. En tiempos de resistencia, su peculiar carácter a apunta a la necesidad ética y filosófica de una enseñanza conectada, compartida y directa entre profesores, estudiantes e institución de educación superior y clases no grabadas y desconectadas, rompiendo con la lógica del sistema mercantil capitalista y neoliberal. Es necesario entender la pedagogía como ciencia de la educación para dar cuenta de los impases por los que atraviesan las universidades a principios de este siglo y con estos, la Pedagogía Universitaria, como objeto de estudio, constituye la base de una arquitectura junto con sus características determinantes que subyacen a la educación en educación superior, didáctica y formación docente y desarrollo profesional. O objetivo desse ensaio é dialogar sobre a construção do campo epistemológico da Pedagogia Universitária no Brasil desde a década de 1960 até hoje. Diante dos atuais acontecimentos que modificaram a forma estrutural das aulas universitárias, de presenciais para remotas, por conta de uma crise sanitária mundial, apontamos caminhos pelos quais está passando e como atuar frente aos novos desafios e embates contemporâneos impostos à sua trajetória ao longo dos anos. De natureza descritiva e documental, apresenta referenciais teóricos específicos da área que tematizam e embasam as reflexões aqui assumidas. Em tempos de resistência, seu caráter peculiar aponta para a necessidade ética e filosófica de uma docência conectada, compartilhada e direta entre professores, alunos e instituição de educação superior e não aulas gravadas e desconectadas, rompendo com a lógica do sistema mercantil capitalista e neoliberal. É preciso compreender a pedagogia como ciência da educação para dar conta dos impasses que as universidades estão passando nesse início de século e com esses, a Pedagogia Universitária, como objeto de estudo, constitui a base de uma arquitetura junto as suas características determinantes que fundamenta o ensino na educação superior, a didática e a formação e desenvolvimento profissional docente. 2022-01-17 2022-03-21T16:37:04Z 2022-03-21T16:37:04Z info:eu-repo/semantics/article info:eu-repo/semantics/publishedVersion Text Texto Texto https://periodicos.sbu.unicamp.br/ojs/index.php/riesup/article/view/8661709 10.20396/riesup.v8i00.8661709 http://biblioteca-repositorio.clacso.edu.ar/handle/CLACSO/69173 por https://periodicos.sbu.unicamp.br/ojs/index.php/riesup/article/view/8661709/27907 https://periodicos.sbu.unicamp.br/ojs/index.php/riesup/article/view/8661709/27908 Copyright (c) 2021 Revista Internacional de Educação Superior https://creativecommons.org/licenses/by/4.0 application/pdf application/pdf Brazil; Contemporary Brasil; Contemporáneo Brasil; Contemporâneo Universidade Estadual de Campinas Revista Internacional de Educação Superior; Vol. 8 (2022): Continous Publication; e022027 Revista Internacional de Educação Superior; Vol. 8 (2022): Publicação contínua ; e022027 Revista Internacional de Educação Superior; v. 8 (2022): Publicação contínua ; e022027 2446-9424 |
| spellingShingle | Pedagogía universitaria Epistemología Ética y filosofía de la educación Formación docente y desarrollo profesional Enseñanza superior Pedagogia universitária Epistemologia Ética e filosofia da educação Formação e desenvolvimento profissional docente Ensino superior University pedagogy Epistemology Ethics and philosophy of education Teacher training and professional development University education Queiros, Gean Breda Aroeira, Kalline Pereira The construction of the epistemological field of university pedagogy in Brazil |
| title | The construction of the epistemological field of university pedagogy in Brazil |
| title_full | The construction of the epistemological field of university pedagogy in Brazil |
| title_fullStr | The construction of the epistemological field of university pedagogy in Brazil |
| title_full_unstemmed | The construction of the epistemological field of university pedagogy in Brazil |
| title_short | The construction of the epistemological field of university pedagogy in Brazil |
| title_sort | construction of the epistemological field of university pedagogy in brazil |
| topic | Pedagogía universitaria Epistemología Ética y filosofía de la educación Formación docente y desarrollo profesional Enseñanza superior Pedagogia universitária Epistemologia Ética e filosofia da educação Formação e desenvolvimento profissional docente Ensino superior University pedagogy Epistemology Ethics and philosophy of education Teacher training and professional development University education |
| url | https://periodicos.sbu.unicamp.br/ojs/index.php/riesup/article/view/8661709 http://biblioteca-repositorio.clacso.edu.ar/handle/CLACSO/69173 |