A prática pedagógica no ensino superior: planejamento, interdisciplinaridade e metodologias ativas

Abstract

This is a bibliographical research about the need for a redirection of pedagogical practice, in the sense of breaking with traditional pedagogical practices that resist being part of higher education. Facing this challenge, the objective is to discuss the relevance of a pedagogical practice committed to social praxis, based on three basic assumptions: planning, interdisciplinarity and active methodologies. First, the conception of pedagogical practice is discussed and its theoretical-epistemological perspectives are presented. Then, these assumptions are related as essential elements for the change of teaching position in relation to the teaching-learning process. Concluding, it is understood that pedagogical practices emerge from praxis and, therefore, operate from the critical and reflexive relationship established between the subjects, the intentionalities and the ways of organizing and planning, interdisciplinarily, the contents through active methodological. Thus, it is verified that the change in pedagogical practice takes place in conscious, intentional and integrated collective work.