INNOVATIVE PEDAGOGICAL PRACTICES IN HIGHER EDUCATION: AN ANALYSIS OF THE EXPERIENCES OF FAESA CENTRO UNIVERSITÁRIO IN 2024

Abstract

This article analyzes innovative pedagogical practices developed throughout 2024 within the scope of FAESA Centro Universitário and Colégio FAESA, in light of the FAESA Aula Pedagogical Model. A qualitative approach, of an analytical descriptive nature, is adopted, based on the report of experiences systematized in the work Projetos que transformam – Edition 2024. The practices analyzed cover teaching, extension, institutional reception and teacher training, involving different areas of knowledge, teaching levels and training audiences. The analysis is organized based on the five structuring pillars of the Aula FAESA institutional pedagogical model (personalization; experimentation; educational technologies; protagonism and transversality), allowing the identification of recurrences, convergences and formative impacts of the actions developed. The results show the consolidation of an institutional culture of pedagogical innovation, supported by reflection on practice, teacher authorship and systematic teacher training policies. It is concluded that the experiences analyzed are not isolated initiatives, but as an expression of a consistent pedagogical project, capable of promoting significant learning, human development and student success in a broader perspective, reaffirming pedagogical practice as a legitimate space for the production of educational knowledge.