Pedagogical Practices in the Pedagogy course at Unimontes: 60 years of history of pedagogical innovation in the narrative of teachers
Education, Teacher Training; Pedagogy Course; Innovative Pedagogical Practices
This paper investigates innovative pedagogical practices in the Pedagogy course at the Universidade Estadual de Montes Claros (Unimontes), in light of the narratives of teachers who have worked there over the 60 years of the course’s existence. The research is part of the “Teaching Profession, Curriculum and Assessment” (PDCA) Research Line, linked to the Graduate Program in Education at the University of Brasília (UnB). It is based on the following research problem: in the narratives of teachers in the Pedagogy course at Unimontes, which pedagogical practices were and/or are considered innovative since their creation, in each context of time? The general objective is to analyze these narratives to identify, map and understand the historicity of the innovative pedagogical practices developed and maintained in the course, as well as the concepts of innovation that emerge at different historical moments, considering pedagogical trends and curricular theories. The methodology adopts a qualitative approach, with bibliographical analysis, documentary analysis of the Course's Pedagogical Project and other institutional records, and semi-structured interviews with teachers who have worked since the course was founded. This research is expected to contribute to the institutional memory of Unimontes, support curricular restructuring and foster new training possibilities in the area of Pedagogy, valuing the experiences of the subjects who have led these practices over the decades.