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The theme of this scientific essay is within the scope of Pedagogical Practices and curricular innovations in Higher Education, with the objective of bringing some important bibliographies in the area in order to discuss them and analyze the role of the teacher in his pedagogical work in the face of curricular innovations in the current context, as well as the learning processes and teaching methods that permeate such practices. From the reflections provided in the theoretical framework used, the results indicate that, in addition to knowledge in the specific area of their training, teaching requires that the teacher also acts on the pedagogical foundations of the teaching-learning processes, allied to the knowledge of their experience and of an innovative didactic that motivates the students. In agreement and disagreement with the selected authors, the authors refer to their experiences as a teacher, concluding that the development of teaching strategies and teaching resources must be developed to provide information, motivate students, guide learning, develop skills, evaluate knowledge, in addition to providing spaces for expression and creation. The difference in groups, students, teachers, materials and context directs each teacher to be a "creator" of their own teaching-learning strategies and methods, but it is important to maintain a pedagogical attitude that will instigate new positions with regard to methods and teaching strategies to be validated in the face of the challenge of the teaching and learning process in Higher Education. |
