Formação de professores e suas relações com a pedagogia para a educação superior

Abstract

This work aims to analyze the Pedagogy in the environment of Higher Education and itscontributions on teacher formation related to the professional development of a teacher. In order to do that, this work analyzes how the field of knowledge of University Pedagogy has been developing, but most of all, it heads towards the thought of Pedagogy for Higher Education, in a broader perspective than the university itself. Furthermore, it analyzes the overlapping institutional policies on the formation of teachers for Higher Education understanding that the institutions are responsible for providing this formation. The epistemological approach taken in this work is supported by the contributions of Vázquez (2011), Heller (2008), Cunha, (1998, 2006, 2008), Pimenta (1998), Almeida (2006, 2011, 2012), Almeida and Pimenta (2009) e Pimenta and Almeida (2011). By developing our analyses we understand that the University Pedagogy is a fruitful and expanding field of knowledge which contributes for the proposition of institutional policies on the formation of teachers for Higher Education, especially concerning pedagogical formation. The environment of Higher Education is affected by changes of political-economical nature which interfere in the work of the teacher, altering the features of teaching in higher education and bringing challenging tensions to the academic community. This community, when considering teacher formation, may link it to professional development of a teacher, but will face the omission of legislation and the market trends which guide this environment, expressed by national policies that assimilate world trends of standardization and regulation for teachers’ work.