Teaching in graduation and teachers not researchers: investigative attitudes in the higher education

Abstract

The text approaches aspects of an investigation that falls in the scope of studies of university pedagogy and focuses on the quality of teaching at the graduation. It starts in the current context in which the formation and enhancement of university teacher are focused on research skills, and in that it sees the teachers that do not realize it in the formal academic model. In the data search, we have prepared a sample of teachers from public and private institutions, and we have approached the most common practices that characterize their teaching logics. These teachers reveal themselves constantly engaged in reflection exercises about the curriculum, professional practice and social issues in which their actions are involved and make their professional practice environments for the pursuit of investigative attitudes, experienced as a methodological principle in teaching. Their teaching can be understood as a locus of professional development and production of knowledge.