Docência no ensino superior: a colaboração como caminho para a reflexão sobre a práxis

Abstract

This work deals with collaboration as a possible and fruitful path for reflection on the teaching praxis in Higher Education. It was built from a collaborative research (IBIAPINA, 2008, 2016) with a professor who works in undergraduate education at the Federal University of Uberlândia - UFU. It aimed to analyze the effects of reflections produced in a collaborative relationship on the teaching praxis of a university professor and the concrete conditions for the construction of this praxis. To achieve this goal, the procedures used were: collaborative observation of classes taught by the professor to one of his classes during a school semester; reflective sessions with the collaborating professor, which allowed for dialogue and study on themes related to his praxis, with the intention of weaving a critical reflection on it; focus group with the group of students, at the end of the school semester, to capture their perceptions about the process. The study was based on Freire's thought, based, therefore, on a dialogical, problematizing and liberating conception of education (FREIRE, 1967, 1979, 1987). From this perspective, it addressed issues such as teaching praxis and evaluative praxis in higher education, collaboration as a path for continuous transformation of university professors' praxis, teaching methodologies and teaching-learning-assessment strategies in higher education. As for the methodologies, we identified a tendency of the professor to privilege the expository method in their classes. Based on our reflections, the discomfort in relation to this characteristic of his praxis grew. So, it was possible to think of ways to prioritize methods that favored more student activity and that, therefore, could be more aligned with the assumed educational proposal. About the evaluative praxis, we report the experience, in the classroom, with teachinglearning- assessment strategies that were already habitually used by the teacher, such as the simulated jury and the test. We also report the process of building an educational work in partnership, which led to the planning, execution and evaluation, together, through strategies such as the summary for yourself and the rotating synthesis of classes. We also analyzed the teaching praxis, in a broader way, seeking to highlight its potentials and limitations. We identified criticality as a strong characteristic of the teacher's praxis. From the constructed data, we believe that the collaboration contributed to instituting a systematic reflection on the teaching praxis and resulted in its gradual transformation. Consequently, it favored the professional development of the collaborating professor and promoted the shortening of the distance between the education that is defended and the education that is practiced. However, it is also necessary to emphasize that there are limitations to this entire process, considering the concrete conditions in which the teaching praxis materializes.