DIDACTIC-PEDAGOGICAL FORMATION AND TEACHING KNOWLEDGE NECESSARY FOR KNOWLEDGE MANAGEMENT IN THE CLASSROOM IN THE BACHELOR DEGREE IN ADMINISTRATION COURSE

Abstract

Education, whether at a basic or higher level, requires the articulation of knowledge, skills and reading of the reality experienced by the subjects involved in the teaching and learning process. In this sense, it is necessary to use methods and strategies to organize the pedagogical work, which facilitate the understanding and learning of the contents by the students. However, some fields of knowledge, such as the Bachelor's Degree in Administration, does not provide in its curriculum, a didactic and pedagogical orientation, aimed at teacher training, thus requiring that professionals in this area, when choosing to exercise teaching in Education Higher education, seek a continuing education, which will be done through lato sensu (specialization) and strictu sensu (master's, doctorate) postgraduate courses, in order to exercise the teaching work with more quality and develop the profile of research professors. Based on this, the objective is to analyze the knowledge necessary for the professor with a degree in Administration, in the exercise of teaching in Higher Education, especially with regard to the management of knowledge in the classroom with the student. From a methodological point of view, it consists of a study with a qualitative approach, carried out through bibliographical and exploratory research. The analysis of the literature, therefore, allows the understanding that pedagogical skills in the exercise of teaching in Higher Education, in the Administration course, presuppose mastery over the diversity of teaching knowledge. Therefore, professors graduated in Administration, as they do not have this pedagogical training, seek, through continuing education, mechanisms and strategies that expand teaching capacities in the classroom, enabling a better management of teaching work in learning spaces.