Práticas pedagógicas e desenvolvimento profissional docente: O espaço institucional GIZ na UFMG como lugar de formação

Abstract

This article presentsthe analysis of an institutional experience in a space focused on the improvement of pedagogical practicesin higher education,since 2008, in a Brazilianpublic university,which assumedas a mission thedevelopment of a network ofinnovative, collaborative, and contextualized educational practices. Considering the contextofthisuniversity concerningthe expansionvacanciesforstudents andthe creation of new courses, we seek to analyze this experience describing the trajectory of institutionalization and the work organization. A reflection based on literature related touniversitypedagogywas established,seekingtoidentify thepedagogicalbasesthat have sustained the development of training practices. The institutionalization of this space as aUniversity policy has enhanced its mission and broadened the understanding of the development of undergraduate education beyond metrics or techniques. By promoting reflective and systematizing actions of pedagogical practices, the collective and contextualized work methodology contributes to a socially referenced teaching quality. The institutionalization of spaces of this nature favors the developmentofteachers andstudentsinthe trainingtime-space theyoccupy andreverberates in the quality of undergraduate education in itsspecificities. It is a permanent educational construction,whichrequires apolitical-pedagogicalproject explicitinits actions, aiming at a sustainable and critical training proposal.