A prática pedagógica no curso de Relações Públicas de uma universidade pública

Abstract

Pedagogical practice is a process that encompasses planning, execution, and evaluation. It contains the content, theme, methodology, didactic resources, and assessment, and should enable the development of skills, competences that favor an adequate formation to work in the job market. Aiming at the qualification of the professional future, it is important to plan the teaching-learning process. Objective: To identify the pedagogical and planning practices used during Public Relations course at a public university. Method: qualitative research with a phenomenological approach. The field of study comprised Public Relations undergraduate course at a public higher education institution. Data production was based on interviews with professors, students, and course coordinator. The data obtained from participants responses were categorized and their relationship was established with the Course Political Pedagogical Project, and with reflections arising from literature on the subject. The results were analyzed from the Content Analysis in Thematic Modality. This analysis identified, through inference, the nuclei of meaning that, when reorganized, resulted in two categories: planning objective and pedagogical practices. Results: The teachers planned their classes with the aim of interacting with students, directing a practice articulated with reality. The students attentive to the performance of teachers, regarding training process as future professionals, realize that some teachers did not follow the proposed plan. The coordination followed the teaching action with a focus on content taught and methodology described in lesson plans and on information given informally by teachers. Conclusion: Identifying the pedagogical and planning practices developed showed need for interventions, so that teaching-learning process carried out has a more effective monitoring.