State of knowledge about faculty training for higher education

elements viewed through the lens of university pedagogy

Abstract

The training of professors for higher education, as regulated by LDB 9394/96, is effective in stricto sensu postgraduate programs. However, in postgraduate programs, the emphasis is on research. A phenomenon that raises concerns, given that it is a training space in higher education institutions in the country. The present study aimed to analyze aspects related to the training of professors to work in higher education from the perspective of university pedagogy. To this end, a qualitative research was carried out, through which we sought to understand the state of knowledge on the subject in question, by surveying the scientific production of authors who have dedicated themselves to the topic investigated. It was identified that the pedagogical dimension is subjugated in the teacher training process. As a counterpoint, the perspective of university pedagogy proposes the training of professors to work in higher education. Above all, it is necessary to establish a new academic culture that ensures that those entering postgraduate studies have pedagogical training that enables the expansion of autonomous thinking, transposing the simple transmission of knowledge to critical thinking. Above all, training that enables professors to delve deeper into the cultural, economic and social contexts that submerge the trajectory of universities in contemporary times.