Contextos curriculares da Universidade Nova e do Processo de Bolonha: a assessoria pedagógica universitária em questão
Arquivos
Data
2019-12-03
Autores
Xavier, Amanda Rezende Costa [UNESP]
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Editor
Universidade Estadual Paulista (Unesp)
Resumo
Este trabalho tem como objeto de pesquisa a Assessoria Pedagógica Universitária, em contextos de inovação curricular, considerando que esta inovação atinge o ensino superior carregada de pilares pedagógicos que impactam a docência. Nessa condição, a questão do assessoramento pedagógico emerge como importante função que intenciona a construção de saberes docentes, em espaços coletivos, permanentes e institucionalizados de formação. Logo, os contextos de inovação curricular que definem o recorte deste trabalho revelam-se como elementos intransponíveis à pesquisa, referindo-se ao Processo de Bolonha, focalizando Portugal, e à Universidade Nova, focalizando o Brasil. Neste cenário, a pergunta que orientou a pesquisa foi: Que Assessoria Pedagógica Universitária tem sido construída e como se estrutura seu trabalho em contexto de inovação curricular? Objetivamos identificar seu papel nos contextos ora delimitados e compreender como têm se autoformado para dar conta das exigências que lhe recaem, no que diz respeito à consolidação de modelos curriculares inovadores. Buscando o objetivo, definimos o método que denominamos Mapeamento com Estudo Focalizado, sob abordagem qualitativa. O Mapeamento visa descrever amplamente os dados referentes ao objeto, proporcionando visão panorâmica, descritiva e contextual, enquanto que o Estudo Focalizado busca os significados que os sujeitos atribuem ao objeto, em uma dimensão interpretativa. A análise dos dados se deu por unidades, que visam uma construção integrada do conhecimento sobre o objeto, observadas em ambas dimensões que compõem o método: a dimensão contextual e a dimensão interpretativa. Estas unidades se referem à organização acadêmica, acerca das formas e modelos de institucionalização, estrutura e reconhecimento institucional, e à função pedagógica, acerca do rol de atribuições relacionadas ao objeto, as relações desse rol com os pilares pedagógicos e os sujeitos que o desenvolvem. Os dados foram coletados, no contexto do Processo de Bolonha, no segundo semestre de 2017, durante a realização do Programa de Doutorado Sanduíche no Exterior (PDSE/Capes) e os dados no contexto da Universidade Nova foram coletados entre 2016 e 2019. Os resultados constantes dos mapeamentos e dos estudos focalizados dão conta de que não há uma Assessoria Pedagógica formalmente constituída no contexto do Processo de Bolonha, havendo somente setores que cuidam da formação pedagógica docente, enquanto que no contexto da Universidade Nova há setores que se aproximam do conceito de Assessoria Pedagógica Universitária, mas com uma variedade de funções que inviabiliza a definição de sua identidade. Os resultados, em diálogo com o conhecimento produzido no campo da Pedagogia Universitária, cujos autores expoentes nos foram referência, permitem-nos defender que as Assessorias Pedagógicas Universitárias precisam se consolidar como espaços institucionais formativos, não podendo estar apartadas do processo de coesão entre a inovação curricular e a inovação pedagógica. À vista disto, elaboramos um rol de responsabilidades que caracteriza seu papel formativo institucional, que abarca cinco grandes dimensões de atuação, intrinsecamente relacionadas ao campo pedagógico e transversadas pelos eixos formação, inovação e pesquisa. Entretanto, para lograrem sucesso, precisam trabalhar sua autoformação, questão observada como nula nos mapeamentos, de modo que evidenciem as concepções que fundamentam seu trabalho, e lhes dê condições para desenvolverem as atividades que são sua responsabilidade.
This work has as object of research the University Pedagogical Advisory in curricular innovation contexts, considering that this innovation reaches higher education loaded with pedagogical pillars that impact the teaching. In this condition, pedagogical advice emerges as an important function, intending to build teaching knowledge in collective, permanent and institutionalized spaces of formation. Therefore, the contexts of curricular innovation defining the outline of this work are revealed as insurmountable elements to the research, referring to the Bologna Process focusing on Portugal, and to Universidade Nova focusing on Brazil. In this scenario, the question that guided this research was: Which University Pedagogical Advisory has been built and how is its work structured in the context of curricular innovation? We aim to identify its role in the delimited contexts and understand how they have been self-trained to manage the demands placed upon them, regarding the consolidation of innovative curricular models. Pursuing the objective, we defined a method we called Mapping with Focused Study, under qualitative approach. The Mapping aims to broadly describe data related to the object, providing a panoramic, descriptive and contextual view, while the Focused Study seeks the meanings attributed to the object by the subjects, in an interpretative dimension. Data analysis was performed by units, aimed at an integrated construction of knowledge about the object, observed in both dimensions composing the method: contextual and interpretative. These units refer to the academic organization, relating to forms and models of institutionalization, institutional structure and recognition; and to the pedagogical function, alluding to the list of attributions related to the object, the relations between this list and the pedagogical pillars and the subjects that develop it. The data was collected, in the context of the Bologna Process, in the second semester of 2017, during the holding of the PhD Sandwich Program Abroad (PDSE / Capes); and the data in the context of Universidade Nova was collected between 2016 and 2019. The results of Mapping and Focused Studies show that there is no Pedagogical Advisory officially formed in the context of the Bologna Process, only sectors that take care of the pedagogical formation of teachers, whereas in the context of Universidade Nova there are sectors that relate to the concept of University Pedagogical Advisory, but with a variety of functions that make it impossible to define its identity. The results, dialoguing with the knowledge about University Pedagogy, whose leading authors were reference to us, allow us to argue that University Pedagogical Advisory need to be consolidated as formative institutional spaces and cannot be separated from the process of cohesion between curricular and pedagogical innovation. Thus, we created a list of responsibilities that characterizes its institutional formative role, which encompasses five major dimensions of action, intrinsically related to the pedagogical field and crossed by the formation, innovation and research axes. However, to succeed, they need to work on their self-training, which is observed as null in the mappings, so they highlight the conceptions that underlie their work and have conditions to develop their activities.
This work has as object of research the University Pedagogical Advisory in curricular innovation contexts, considering that this innovation reaches higher education loaded with pedagogical pillars that impact the teaching. In this condition, pedagogical advice emerges as an important function, intending to build teaching knowledge in collective, permanent and institutionalized spaces of formation. Therefore, the contexts of curricular innovation defining the outline of this work are revealed as insurmountable elements to the research, referring to the Bologna Process focusing on Portugal, and to Universidade Nova focusing on Brazil. In this scenario, the question that guided this research was: Which University Pedagogical Advisory has been built and how is its work structured in the context of curricular innovation? We aim to identify its role in the delimited contexts and understand how they have been self-trained to manage the demands placed upon them, regarding the consolidation of innovative curricular models. Pursuing the objective, we defined a method we called Mapping with Focused Study, under qualitative approach. The Mapping aims to broadly describe data related to the object, providing a panoramic, descriptive and contextual view, while the Focused Study seeks the meanings attributed to the object by the subjects, in an interpretative dimension. Data analysis was performed by units, aimed at an integrated construction of knowledge about the object, observed in both dimensions composing the method: contextual and interpretative. These units refer to the academic organization, relating to forms and models of institutionalization, institutional structure and recognition; and to the pedagogical function, alluding to the list of attributions related to the object, the relations between this list and the pedagogical pillars and the subjects that develop it. The data was collected, in the context of the Bologna Process, in the second semester of 2017, during the holding of the PhD Sandwich Program Abroad (PDSE / Capes); and the data in the context of Universidade Nova was collected between 2016 and 2019. The results of Mapping and Focused Studies show that there is no Pedagogical Advisory officially formed in the context of the Bologna Process, only sectors that take care of the pedagogical formation of teachers, whereas in the context of Universidade Nova there are sectors that relate to the concept of University Pedagogical Advisory, but with a variety of functions that make it impossible to define its identity. The results, dialoguing with the knowledge about University Pedagogy, whose leading authors were reference to us, allow us to argue that University Pedagogical Advisory need to be consolidated as formative institutional spaces and cannot be separated from the process of cohesion between curricular and pedagogical innovation. Thus, we created a list of responsibilities that characterizes its institutional formative role, which encompasses five major dimensions of action, intrinsically related to the pedagogical field and crossed by the formation, innovation and research axes. However, to succeed, they need to work on their self-training, which is observed as null in the mappings, so they highlight the conceptions that underlie their work and have conditions to develop their activities.
Descrição
Palavras-chave
Assessoria pedagógica universitária, Pedagogia universitária, Inovação pedagógica, Universidade Nova, Processo de Bolonha, University pedagogical advisory, University pedagogy, Pedagogical innovation, Bologna process