Estratégias pedagógicas na orientação de trabalhos acadêmicos em contexto sala de aulas no ensino superior

In the process of supervising academic papers, teachers frequently observe students’ difficulties in preparing scientific work, as this practice requires attention, dedication, understanding, and a critical attitude. Many students are not sufficiently prepared for this activity, showing weaknesses especially in their capacity for interpretation. This reality is observed among students of the Instituto Superior Politécnico Maravilha (ISPM) in Benguela, particularly those in the 3rd year of the Primary Education program, who demonstrate difficulties in various subjects of the curriculum with regard to structure, methodological procedures, and citations situations that, in some cases, result from the lack of uniformity in the guidance offered by instructors. Given this, the guiding question is: which pedagogical strategies can be implemented to improve the supervision of students’ academic papers? The objective was to analyze the pedagogical strategies that effectively contribute to enhancing the supervision process. The study is based on an interpretive and descriptive paradigm, of both quantitative and qualitative nature, allowing the identification of problems in specific contexts, taking into account authors such as Sampieri, Collado and Lucio, Vieira, and Mendes. The results indicate that the most effective pedagogical strategies include teacher training for the use of information and communication technologies, the organization of methodological improvement seminars, the promotion of experience sharing among teachers, and participation in scientific research activities. It is recommended to maintain a consistent supervision philosophy with unified language.