Between specific and didactic-pedagogical: perceptions of engineering professors about the knowledge prioritized in continuing education

Abstract

This article aims to analyze the perceptions of engineering professors about the importance of didactic-pedagogical knowledge and specific knowledge for teaching practice and how these are updated in continuing education. For the methodology, the theoretical construction occurred through a literature review and the questionnaire was used as an instrument for data collection. Data analysis, based on the qualitative approach, was performed through content analysis. Forty-six engineering professors from Engineering courses at a public higher education institution in Pernambuco participated. The results showed that, in continuing professional development, most professors (76.1%) prioritize knowledge related to the subjects they teach. In contrast, a significantly smaller proportion (23.9%) participate in professional development activities that address both pedagogical and disciplinary knowledge. This distribution highlights the importance of discussing the types of knowledge that should be included in the continuing professional development of engineering professors, reinforcing the need to integrate actions focused on teaching and learning processes. From this perspective, the act of teaching assumes a humanistic, dialogical, and collaborative character, valuing not only disciplinary knowledge but also the pedagogical knowledge required to promote students' learning.