Singularities of the Directorate of Innovation and Teaching Methodologies GIZ/Prograd/UFMG in the construction of university pedagogical advisory practices

Abstract

In this paper, we analyzed the singularities of the innovation board and methodologies in teaching about the construction of college pedagogical advisory practices as an institutionalized experience in a brazilian federal public university. This analysis is derived from the inter-institutional research developed through the “University Pedagogical Advisory research project: singularities and Synchronicities in an international scenario”, which sought to systematize the concepts and practices of International University Pedagogical Advice, identifying singularities and synchronicities. Questionnaires were applied to managers, professionals who act as pedagogical advisors, also professors who were served and not served by these spaces. For the GIZ/Prograd/UFMG board, two managers, three attended professors and six professionals responded. The results signaled recognition of this space as a place for training and valuing the knowledge required for teaching. The research pointed challenges , such as: on the part of the managers, the coverage capacity in attendance; on the part of those who act as advisors, the need for constant training and the levels of appreciation of their tasks; on the part of the professors, the valuation in the teaching career and the time for these formations. We concluded that the institutionalization movement of this space constituted a rupture and points to the need to integrate other converging policies for the strengthening of the practices.