Pedagogical Training and Professor Professional Development: an experience with higher education professors, based on research on their own practice ; Formación Pedagógica y Desarrollo Profesional Docente: una experiencia con profesores de educación superior, a partir de investigaciones sobre su propia práctica ; Formação Pedagógica e Desenvolvimento Profissional Docente: uma experiência com professores do ensino superior, a partir da pesquisa sobre a própria prática

This paper presents an experience of teacher´s pedagogical training guided by research into one's own practice, a formative-methodological process that is established by working with narratives of construction/deconstruction of one's own teaching experiences, under a reflective self-analysis. It is characterized as a training tool that has been used by researchers in the field of teacher training due to its importance for the professional development of teachers. Based on a theoretical basis that integrates scholars from the pedagogical field, especially related to teaching in higher education, and on the qualitative contribution of testimonials from teachers participating in the training, the article situates this experience of pedagogical training as a collective training process that seeks to foster the construction of a permanent and intentional teaching learning space. This formative process seeks to transform the teaching pedagogical practice, in order to impact the teaching developed with the students, based on the possibility of (re)interpretation and (re)analysis of the pedagogical decisions, in addition to valuing the affirmation of teaching professionalism. This statement is possible because the testimonies show that teachers build their professionality throughout the training process, based on the confidence that the training space gives them. ; Este artículo presenta una experiencia de formación pedagógica docente guiada por la investigación de la propia práctica, proceso formativo-metodológico que se establece a partir del trabajo con narrativas de construcción/deconstrucción de las propias experiencias docentes, bajo un autoanálisis reflexivo. Se caracteriza por ser una herramienta de formación que ha sido utilizada por investigadores en el campo de la formación docente debido a su importancia para el desarrollo profesional de los docentes. A partir de una basis teórica que integra a estudiosos del campo pedagógico, especialmente relacionado con la docencia en la educación superior, y del aporte ...