Biblioteca Digital de VanguardiaTeaching and formative movements: challenges and tensions in pedagogical practices
In this article what is discussed are the implications of the pandemic scenario in higher education teaching reconfiguration. The interdiscursive dynamic proposed involves current macro and micro educational politics dimensions, as well as the tensions which take place in higher education institutio...
| Autores principales: | , , |
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| Formato: | info:eu-repo/semantics/article |
| Lenguaje: | Portugués Inglés |
| Publicado: |
Universidade Estadual de Campinas
2022
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| Materias: | |
| Acceso en línea: | https://periodicos.sbu.unicamp.br/ojs/index.php/riesup/article/view/8663812 http://biblioteca-repositorio.clacso.edu.ar/handle/CLACSO/69185 |
| Sumario: | In this article what is discussed are the implications of the pandemic scenario in higher education teaching reconfiguration. The interdiscursive dynamic proposed involves current macro and micro educational politics dimensions, as well as the tensions which take place in higher education institutions, especially what refers to pedagogical autonomy and its relation with teaching activity. Under this perspective, (in)visibilities presented in and by pedagogical work, facing the transposition from face-to-face teaching model to digital ones are problematized in this study. These current transition processes circumscribe the way pedagogical work is understood and experienced by professors and students, which are pervaded by institutional dynamics, demanding new pedagogical configurations. In this scenario, the authors defend institutional politics, which are able to stimulate formative movements and necessary disruptions for insurgent contexts, bringing benefits for the creation and protagonism of teaching and students generation in higher education. |
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