Author(s)

Pricila Kohls dos Santos¹, Marilia Costa Morosini¹, Claus Dieter Stobaus²

¹Postgraduate Programs in Education, Pontifical Catholic University of Rio Grande do Sul, Porto Alegre, Brazil.
²Postgraduate Programs in Education and in Biomedical Gerontology, Pontifical Catholic University of Rio Grande do Sul, Porto Alegre, Brazil.

The article aims to analyze the dynamics of teacher knowledge construction in a university in Brazil. In order to meet the proposed objective, national policies and institutional policies of teacher education are considered. After the description of the Dimensions of the Dynamics of Teaching Knowledge, Brazilian National Teacher Education Policies, we describe the analysis of studies in the field collected of last five years’ thesis and dissertations, and the results of textual analysis of narratives from teachers who participate in MES-Higher Education Methodology Courses at PUCRS.

Teachers Education, Higher Education, Brazilian National Education, Complexity of Knowledge

Santos, P. , Morosini, M. and Stobaus, C. (2017) Ongoing University Teachers and the Complexity of Their Knowledge Dynamics. Creative Education, 8, 1069-1087. doi: 10.4236/ce.2017.87077.