Assessoria pedagógica universitária: o trabalho com a formação continuada de professores na Unioeste

Abstract

The present research was conducted under the Graduate Program in Education, of Western Paraná State University (Unioeste), the campus of Francisco Beltrão, in the state of Paraná, Brazil, and is bound to the line of research Society, Knowledge, and Education. The subject of investigation is the University Pedagogical Advisory (UPA), a training locus of higher education institutions aimed at teacher professional development and/or pedagogical support centers for students. There is not a single and standardized way of university pedagogical advisory, and each institution defines its advisory guidelines offered to its faculty. This study focuses on the mapping of UPA measures at continuing education, concerning the professional development for professors, in the context of Unioeste, a Brazilian public university. In this sense, the central research question is: how is the work of Unioeste’s pedagogical advisory being developed in the continuing education offered to its professors? Based on this question, the general objective of this investigation is to present, problematize, and analyze measures developed by Unioeste’s pedagogical advisory boards in the continuing education of its faculty. Its specific objectives are, respectively, to understand the neoliberal situation from which the lack of public policies for continuing training for higher education professors arises; to identify the pedagogical advisory as a room for mediation in the continuing education for professors, and social and political accountability of the institutions; to characterize the instituting process of university pedagogical assistance in Unioeste. In methodological terms, it is qualitative, exploratory, and descriptive research, characterized as a case study. The main techniques employed are literature review, document analysis, and the survey. Non-identified semi-open questionnaires were used as a research instrument to interviewing Unioeste’s pedagogical advisory members, participants of the study. The research’s timeline is from 2012 to 2020. This choice is because the positions occupied by the UPAB, in this institution, were established in 2012. To analyze the data related to the continuing education measures offered by Unioeste’s pedagogical advisors in those years, it was employed the teacher training experience referential as proposed by Cunha (2014). As a theoretical contribution, the following authors were used: Almeida (2012), Barreiro (2014), Borges (2010), Broilo (2015), Carrasco (2020), Cunha (2003, 2004, 2005, 2006, 2008, 2010, 2014, 2015), Lucarelli (2012), Moraes (2003), and Xavier (2019). Our research process shows some boundaries defining the implementation of this service in Unioeste, explaining the advances, limits, and possible room for discussion the pedagogical advisory can develop in the institution and, in a mediated manner, in higher education.