University pedagogies
the influence of different areas of knowledge on teaching performance
DOI:
https://doi.org/10.1590/s1678-4634201844177719Keywords:
University pedagogies, Teaching performance, Knowledge areas, Academic skillsAbstract
This article aims to discuss the influence of different areas of knowledge on university pedagogy. The qualitative-narrative methodological approach was based on the corpus consisting of the narratives of 60 teachers from different areas (according to the CNPq classification), from a public university in the countryside of Rio Grande do Sul (Brazil). The analysis of the narratives complied with the principles of Discursive Textual Analysis. As results, the research allowed for the experience of a space to train researchers in the context of a research group, due to the fact that researchers from different areas of knowledge are members of this group, which favored the diversity of forms of interpretation and organization of the analysis of the research findings. Regarding the process of interpreting the findings, the categories of analysis constructed included: specific knowledge as a teacher’s guide; network of knowledge of the professional area; teaching in action. These three categories were permeated by a founding nucleus (supra category) which was called the personal dimension of teaching, thus distinguishing the teaching performance. It was possible to verify that the pedagogical knowledge is adjusted to the different areas of knowledge, taking shape as a specific pedagogical knowledge. This eventually asserts and boosts a characteristic of epistemological structure suitable to the pedagogical knowledge.
Downloads
Downloads
Published
Issue
Section
License
Authors assume exclusive responsibility for the concepts expressed in their articles, which do not necessarily reflect the journal’s opinion.
Permission to photocopy all or part of the material published in the journal is granted provided that the original source of publication be assigned.