DIDACTIC WORKSHOPS: WEAVING A CONTINUING PEDAGOGICAL TRAINING FOR UNIVERSITY PROFESSORS FROM THE PERSPECTIVE OF SENSITIVE DIDACTICS

Abstract

The pedagogical training of university professors has historically been neglected in Brazil – this phenomenon is reflected from the moment they enter the university career, which is limited to academic qualifications, with no mandatory didactic preparation. As a result, teaching practice is based, in part, on the reproduction of technical pedagogical models and content-based transmission practices. This educational gap leads to the adoption of a pedagogy that often focuses solely on cognitive or technical processes. Although there is an audience interested in pedagogical issues and the development of critical thinking, it is currently observed that little consideration is given to the role of subjectivities, emotions, and corporeality in teacher training. This article aims to analyze the effects of sensitive pedagogy and didactics in the training of university teachers, considering its transformative potential not only in the structure of thought, but also in the subjective dimensions present in pedagogical practices. The research, with a qualitative and autobiographical approach, uses training diaries of teachers participating in the Didactic Workshops promoted by the Training and Pedagogical Advisory Center of the Federal University of Bahia between 2022 and 2023. As a result, the analysis of the 42 teacher training diaries revealed a complex multifaceted scenario of pedagogical practice in higher education, evidencing both structural challenges and the transformative potential of training processes based on the sensitive approach. The records demonstrated that teachers experience a profound process of reflection on their pedagogical concepts marked by doubts and tensions when faced with the need to identify and problematize the bases that guide their practice.