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Teaching at the university is characterized as a process of search and scientific construction and also as a space for criticizing knowledge, which in the face of the transformations of contemporary society has been consolidating and pointing to the need for the dissemination and internalization of knowledge and modes of action that they contain the concepts, skills, procedures and attitudes embedded in them, which lead to the provisions established according to PIMENTA: 2002.

Consider the process of teaching and learning as an activity integrated with research, which means knowing how to work in groups, creating and recreating learning situations, seeking to know the cognitive and cultural universe of the student, in order to develop interactive and participative teaching-learning processes.

The changes that are occurring in the contemporary world, in the field of different sciences, reflect on the educational process and start to demand new attitudes in face of the demands of society, which demands changing the forms of approaches and the didactic-pedagogical processes, in order to innovate practices in the classroom and walking unsafe paths, exposing oneself to taking risks and putting into action cognitive, affective and social skills, which make it possible to unveil the world and build new rules to live with more wisdom and pleasure.

Today, it is necessary for the teacher to know how to deal with cultural diversity and to organize teaching and research situations, which provide opportunities for the discovery and appropriation of knowledge elaborated from the reflection on social and cultural practices.

In view of the University function, defined in art. 45 of the LDB:

  • Stimulate cultural creation and the scientific spirit;

  • Encourage research and scientific investigation;

  • Stimulate cultural improvement.

It is perceived the need to create mechanisms of continuing education, which favor the construction of new modalities of action vis-à-vis the clientele who attend the University. In the area of Baixo Parnaíba, there is a contingent of graduates from the Bachelor's Degrees in Geography, History, Sciences and Pedagogy, who need to expand their knowledge and incorporate, as a critical intellectual, collective reflection from the analysis of school contexts, in a commitment emancipatory of transformation of social inequalities, hence the Universities develop educational and social practices committed to active popular contestation. (Pepper: 2002).

We realized that most professionals, graduates of undergraduate courses, still have difficulties in working with teaching in a socio-constructivist approach, as planning, promoting in the classroom, situations in which students structure their ideas, analyze their own processes of thinking (successes and mistakes), express your thoughts, solve problems and make people think. It is necessary that your training process has these characteristics, too.

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