Innovative practices in higher education from the perspective of professors

Abstract

This work is a reflection on the practice of university professors working in undergraduate teaching programs. It seeks to indicate what a group of professors from different courses at a public university understand by innovative practices in undergraduate education, from their description of the activities they perform. Data were collected from abstracts presented at an event organized by the institution and were analyzed from Bardin’s perspective of content analysis. Results show that most authors consider the activities they developed and described are a new way of working for themselves, not necessarily original. Some potential for improvement in the learning process is demonstrated and the use of active methodologies - not exactly associated with technologies - is also mentioned. It is believed that studies on these professionals` practices can help elucidate factors involving the building process of a professional identity in higher education.