ASSUMPTION OF RESPONSIBILITY AND DIRECTED REFLECTION TO THE PEDAGOGY COURSE: IMPLICATIONS FOR THE ADAPTATION AND FORMATION IN HIGHER EDUCATION

Abstract

A conducive academic environment for learning relates to the provision of opportunities for the assumption of responsibility and directed reflection, which refer to the possibility of applying the knowledge to diverse circumstances and their respective directed and guided reflection. This study aimed to identify such opportunities at a Pedagogy course, in the perception of students and teachers. Focus groups were conducted and data were treated using content analysis, ran by the ALCESTE (C) software. Results showed that the course offers several opportunities for the active participation of students; however, students from the night classes present difficulties to take them, having no services and proposals that meet their needs. As for directed reflection opportunities, problems sparked up in the way the curriculum stage is set. These data reflect on the quality of the formation and adaptation of the students.