TEACHING PEDAGOGICAL PRACTICES AT FAESA CENTRO UNIVERSITÁRIO: INSTITUTIONAL DIAGNOSIS AND TRAINING DEVELOPMENTS (2024–2025)

Abstract

This chapter's central theme is the analysis of the pedagogical practices developed by professors at FAESA Centro Universitário, based on the results of the FAESA 2024 Professor Survey. This is an applied research, of a qualitative and quantitative nature, with a descriptive-analytical character, based mainly on the documentary analysis of institutional data and the complementary use of information from the Virtual Learning Environment (VLE FAESA). The objective of the study is to map the main pedagogical strategies, teaching methodologies, assessment instruments and pedagogical uses of technology, establishing relationships with the FAESA Aula Pedagogical Model and the institutional Graduate Profile. The methodology involved the analysis of data collected from 160 teachers, covering aspects such as teaching experience, innovative methodologies, learning assessment, hybrid teaching, use of artificial intelligence and inclusive practices. The results show a predominantly experienced teaching staff, with a diverse methodological repertoire, in which traditional strategies and active methodologies coexist, in addition to a progressive evaluation system structured into three training cycles (C1, C2 and C3). It is concluded that the research assumes a strategic and formative nature, supporting the planning of teacher development actions for 2025 and reaffirming FAESA's institutional commitment to quality higher education, aligned with contemporary teaching-learning challenges.