“CHÃO DA SALA DE AULA” NO ENSINO SUPERIOR: METODOLOGIA DOS PROFESSORES.

Proposals for teacher training today are not reaching educational objectives and their results are questioned when evaluating the praxis undertaken by teachers in everyday higher education. These issues have caused concerns among teachers. At this point, the construction of this collaborative critical action research project called the Teaching Teaching Methodology in the Context of Higher Education arose, in which it investigates a solution for the improvement of teaching in this context. The research is developed from the “classroom floor” in a process of self-investigation, the teacher studies his own work, having the mediation of the researcher teacher. Both work in collaborative critical actions. The methodological design of this research is qualitative in nature and studied the classroom floor in the context of higher education, involving the teacher's teaching methodology. In this article, we will exemplify a part of the research, carried out with one of the research professors in the area, in this case, the exact area, with Calculus and Algebra discipline, involving two classes with high failure rates. At the end of the study, the following analyzes were reached: that teachers in the context of higher education mostly focus their work in the content domain by content without context with the academic training area; that the forms that place this content in the classroom environment and the choice of teaching methodology do not match positive results in academic learning; that teachers forget the differences and individual potential of academics, work in a homogeneous way, disregarding the heterogeneous context of this environment; that when oriented to work in a different way, applying active methodologies, creating possibilities to respect the existing differences in the class, the results appear. Thus, the results and discussions in this article led us to the reflection that the teaching methodology of the teacher in an inclusive perspective and with active teaching methodologies, makes a difference. Thus, it is urgent to bring about changes in the context of the classroom floor in higher education, from an exclusive to an inclusive model. This inclusive methodological path requires “different ways” of carrying out the pedagogical process, involving the ethical, aesthetic and didactic prisms of taking classes. Building new possibilities for the classroom floor in the context of higher education requires a change in the pedagogical paradigm. [ABSTRACT FROM AUTHOR]