Abstract:

The PED+ course, organized by the Teaching and Learning Support Space - an entity linked to the Undergraduate Pro-Rectorate of State University of Campinas (Unicamp) - offers an opportunity for graduate students affiliated with the Teaching Internship Program (PED) to develop teaching skills through contact with theoretical knowledge and practical experiences. With over six hundred participants and a positive evaluation exceeding ninety percent, PED+ has significantly contributed to enriching students' teaching practices and promoting reflections among teachers. This course not only addresses essential topics in higher education but also continuously adapts to maintain its quality, incorporating new themes and dynamics.

However, the positive results presented by PED+ are situated within a broader educational context in which higher education faces significant challenges such as the specificities of various institutions, demands for research productivity, and issues related to teachers' pedagogical knowledge. The discussion about the formation of more qualified professionals and the need to revise traditional teaching models gain prominence, especially with the emergence of new pedagogical paradigms, such as Education 4.0, which emphasizes the role of the teacher as a mentor and facilitator of student participation in curricular experiences.

The implementation of active learning methodologies, such as Flipped Classroom, and the use of educational technologies (such as Moodle), represent changes in the ways of acting in teaching and learning processes. In this sense, the digital competencies of teachers and students must receive greater attention so that pedagogical approaches can achieve their intended objectives, whether in face-to-face, hybrid, or distance courses.

While PED+ continues to be a successful course, it is essential to consider how it fits into this constantly evolving educational landscape and how it can continue to adapt to meet future challenges. What is the next step for the program in light of these changes and emerging social demands? This is the question that will be explored in this work, evaluating past experiences of the teachers involved in the program and investigating how it could continue to meet the needs of higher education.

To answer this question, we focus on questionnaires answered by participants in the PED+ courses and the content taught by participating teachers. The mentioned questionnaires were applied before and after each edition of the course, first seeking to map the profile and motivation of the participants and, second, collecting information about the individual experience of the participant throughout the process. Analyzing the three bodies of information, we observe the alignment or mismatch with the needs, expectations, and achievements of the course and present reflections on the necessary changes for its improvement.

Keywords:

Education, course, formation, institutional program, teaching skills.