TEACHING KNOWLEDGE IN UNIVERSITY TEACHING: A STATE OF KNOWLEDGE OF BRAZILIAN RESEARCH (2015–2024)

Abstract

This article sought to map and analyze Brazilian academic research on the teaching knowledge of higher education teachers published between 2015 and 2024. It is a state-of-knowledge study conducted on the CAPES Journal Portal and SciELO Brazil, with full reading of the corpus and thematic Content Analysis. Of the 37 unique records retrieved, 22 articles met the inclusion criteria. The research proved predominantly qualitative, based on interviews with small samples, and anchored in Maurice Tardif's theory, cited in 20 studies. In the empirical data, teaching experience was the most frequent source of knowledge, present in 17 of the 21 studies, followed by peers, continuing education and graduate education. Graduate education appeared mainly as a source of disciplinary and research knowledge, rarely of pedagogical knowledge, which proved to be the weakest among teachers with non-teaching degrees. We conclude that, in the studies analyzed, university teaching is constituted predominantly through unintentional paths and that the isolated use of typologies of teaching knowledge conceived for basic education meets limits in the face of emerging categories specific to higher education.