Trabalho docente: dos saberes necessários ao professor da Educação Superior ao desenvolvimento da prática pedagógica na universidade, para o século XXI

Abstract

Higher education in the 21st century faces significant challenges in the face of social, technological and epistemological transformations, requiring a re-signification of the role of the university lecturer. This dissertation investigates the fundamental knowledge for pedagogical practice in contemporary higher education, considering the intersection between academic knowledge, university didactics, pedagogical innovation and educational inclusion. In this sense, the research adopts a qualitative approach, anchored in a literature review and interviews with lecturers from different areas of knowledge, seeking to understand how university lecturers construct and apply their pedagogical knowledge in everyday classroom life. The results indicate that, in addition to mastering specific content, higher education teachers need to develop didactic competences, socio emotional skills, inclusive practices and mastery of new educational technologies. Therefore, continuing education and professional development emerge as determining factors for the effectiveness of university teaching, highlighting the need for institutional policies aimed at teacher training. The research contributes to the debate on teaching in higher education, pointing the way towards a pedagogical practice that integrates knowledge, innovation and commitment to meaningful student learning.