HIGHER EDUCATION DIDACTICS: PEDAGOGICAL STRATEGIES AND ACTIVE METHODOLOGIES IN UNIVERSITY TEACHER TRAINING

Abstract

Higher education didactics plays an essential and strategic role in training professionals capable of responding to the constant social, scientific, and technological transformations characterizing contemporary education. In this context, the university professor shifts from being merely a transmitter of content to assuming the role of a learning mediator, promoting pedagogical practices that foster active participation, critical thinking, and knowledge construction. This study aims to analyze the contributions of higher education didactics to the development of the teaching-learning process through the practical application of active methodologies in a teacher training class. The research is qualitative in nature, employing a case study approach, and was conducted at a higher education institution in the state of Mato Grosso. Twenty-eight students enrolled in the Didactics course participated in the study. The intervention involved reorganizing teaching strategies, replacing predominantly lecture-based classes with active methodologies—such as problem-based learning, case studies, the flipped classroom model, and collaborative activities. Analysis of the results demonstrated increased student participation, enhanced critical thinking, improved interaction between the professor and students, and a greater ability to bridge theory and practice. The findings corroborate the contributions of Libâneo (2013) and Saviani (2008), demonstrating that didactic practice grounded in planning, pedagogical mediation, and critical reflection fosters more meaningful learning. It is concluded that didactic innovation in higher education represents a significant pathway for strengthening the quality of university-level teacher training.