For epiphanies in teaching?
Comparing teacher training
DOI:
https://doi.org/10.23899/2c3gk393Keywords:
Epiphanies; Teaching; Diversity; Climate Emergency.Abstract
The text analyzes the impacts on teaching produced even after the pandemic followed by the climate emergency established in Rio Grande do Sul, elements that definitively revealed how essential it has been for the State University of Rio Grande do Sul to restructure itself, rethink its curriculum in order to propose teacher training that can handle the most diverse scenarios imposed, as well as enabling teachers to recognize themselves in these adverse situations, seeking possibilities for re-signifying the pedagogical action offered to academics, finding support at the university for new perspectives. The proposed research problem was based on the following provocation: How to structure teaching as an educational action that promotes an intentional, methodical pedagogical process, which enables the rethinking of pedagogical theory based on the reality experienced? The general objective is to verify, from the educational scenario experienced by a university professor, the questions and difficulties observed in higher education that can produce barriers to the training of academics. To prepare this study, a qualitative approach was used; in terms of objectives, it is characterized as descriptive, and in terms of technical procedures, it is a case study.
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