INNOVATIVE TEACHING PRACTICES IN HIGHER EDUCATION: DOCUMENTAL ANALYSIS OF EXPERIENCES AT FAESA CENTRO UNIVERSITÁRIO IN 2023

Abstract

This article analyzes and systematizes teaching practices developed at FAESA Centro Universitário, throughout the year 2023, based on reports of teaching experiences recognized as innovative within the scope of an institutional pedagogical innovation competition. The study adopts a qualitative approach, based on the report of experiences, understanding teaching practices as intentional, reflective and situated pedagogical actions. The experiences analyzed were implemented in different courses and areas of knowledge in higher education and organized into three training axes: active methodologies and student protagonism; integration between theory, practice and the world of work; and assessment of learning, feedback, and student success. The analysis highlights pedagogical convergences related to the use of active methodologies, experimentation, the integration of knowledge, the intentional use of educational technologies and the centrality of the student as a subject in the learning process. The results indicate that the reported practices present a high degree of didactic coherence and alignment with the pillars of the FAESA Aula Pedagogical Model — personalization, experimentation, technology, protagonism and transversality —, contributing to significant learning, development of professional skills and strengthening the institutional culture of pedagogical innovation. It is concluded that systematic reflection on teaching practice constitutes a structuring element of innovation processes in higher education, reaffirming the role of the teacher as author, researcher and qualified mediator of learning.