I can tell you know your a lot...

but I don't understand you at all

Abstract

The peculiar characteristics of our contemporary societies, where the role of knowledge is central, demand that educational authorities and educators as a whole face the challenge of reconstructing the traditional educational model, especially at the university level. These scenarios call for new professional profiles based on autonomy, flexible knowledge management, decision making, teamwork skills, creativity and a predisposition towards lifelong learning. Universities are faced with reformulating their curricula, diversifying teaching methodologies and incorporating new contents, such as scientific attitude, professional ethics, social responsibility, solidarity, respect for diversity and creativity. Thus, university professors are being challenged by increasingly complex teaching situations, given the growing access to the university of young people coming from increasingly diverse social and cultural environments, with very different backgrounds, expectations and interests. It is necessary to implement didactic training proposals, specific for university professors, based on processes of observation of the events occurring in the classroom and that generate analysis and reflection in peer communities, supported by theoretical materials.