Pedagogy of pedagogy: the course and its identity

Autor: Boccia, Margarete Bertolo
Přispěvatelé: Rom??o, Jos?? Eust??quio, Mafra, Jason Ferreira, Ter??ariol, Adriana Aparecida de Lima, Jardilino, Jos?? Rubens de Lima, Silva, Mauricio Pedro da
Jazyk: portugalština
Rok vydání: 2016
Předmět:
Zdroj: Biblioteca Digital de Teses e Dissertações da Uninove
Universidade Nove de Julho (UNINOVE)
instacron:UNINOVE
Popis: Submitted by Nadir Basilio (nadirsb@uninove.br) on 2016-10-11T18:23:58Z No. of bitstreams: 6 Margarete Bertolo Boccia.pdf: 1390764 bytes, checksum: b4d5850132cfe1ea3d37923bc9508815 (MD5) Margarete Bertolo Boccia_Ap??ndice A.pdf: 14836411 bytes, checksum: 7d3b8dbf7aeb26b0edfe611d88f09f53 (MD5) Margarete Bertolo Boccia_Ap??ndice A_Cont..pdf: 1266512 bytes, checksum: 7eb86563ee7365f4d146873194abcef8 (MD5) Margarete Bertolo Boccia_Ap??ndice B1.pdf: 21147310 bytes, checksum: ff322f4a3f1353a47c06756c5cca7a16 (MD5) Margarete Bertolo Boccia_Ap??ndice B2.pdf: 21729948 bytes, checksum: 2788c9bf5a723573b35a63d789c11df7 (MD5) Margarete Bertolo Boccia_Ap??ndice C.pdf: 1110170 bytes, checksum: 2d4101e8d524c94f0061ab7b6d874d23 (MD5) Made available in DSpace on 2016-10-11T18:23:58Z (GMT). No. of bitstreams: 6 Margarete Bertolo Boccia.pdf: 1390764 bytes, checksum: b4d5850132cfe1ea3d37923bc9508815 (MD5) Margarete Bertolo Boccia_Ap??ndice A.pdf: 14836411 bytes, checksum: 7d3b8dbf7aeb26b0edfe611d88f09f53 (MD5) Margarete Bertolo Boccia_Ap??ndice A_Cont..pdf: 1266512 bytes, checksum: 7eb86563ee7365f4d146873194abcef8 (MD5) Margarete Bertolo Boccia_Ap??ndice B1.pdf: 21147310 bytes, checksum: ff322f4a3f1353a47c06756c5cca7a16 (MD5) Margarete Bertolo Boccia_Ap??ndice B2.pdf: 21729948 bytes, checksum: 2788c9bf5a723573b35a63d789c11df7 (MD5) Margarete Bertolo Boccia_Ap??ndice C.pdf: 1110170 bytes, checksum: 2d4101e8d524c94f0061ab7b6d874d23 (MD5) Previous issue date: 2016-04-15 The identity of the Education School at present is the focus of our studies and reflections. Nuisance to the criticism received by the course, raised the hypothesis that there were ambiguities and contradictions, historical and legally built over the course of Pedagogy, which produced the different training requirements specified in the National Curriculum Guidelines for Education Course, bringing difficulty for the delimitation of their identity. The research study quantitative and qualitative featured a combination of procedures and techniques, in addition to historical rescue, literature and relevant legislation, a survey was carried out with students of the Faculty of Education of a private institution of higher education of S??o Paulo, in order to identify the views of students on their course, their training needs and issues considered important and controversial in the formation of a pedagogue. Held still, semi-structured in-depth interviews with the actors considered privileged discussions of course, choices and criticisms to the Faculty of Education in our country. Three interviews were conducted, the first with one of the rapporteurs of DCNP and two researchers from antagonistic positions on the issues surrounding the formation and the Faculty of Education. For guidance and organization of data four variables were constructed from the list of skills and competencies expected of graduates of the course, described in DCNP. The first variable considered was the time course load versus the formation of the pedagogue, represented by different training needs present in educational performance for children and other segments; the second variable brings the teacher's fields of activity in the teaching career versus the management career. The third variable brings the fields of activity in school spaces versus non-school spaces, be they educational spaces, non-formal education, informal or other distinct spaces. And the fourth variable, the theory versus practice. The theoretical frame of analysis used was Freirian with the choice of the categories autonomy, political content, educational practice and knowledge of teaching. The approximation of the results obtained in the opinion poll conducted with students and reports of respondents, the first variable on the workload of the course, students consider it satisfactory, as the rapporteur, but there is no agreement of the researchers who consider it insufficient. In the second variable, the students present agreement with one of the researchers, that there should be two courses of Pedagogy, one that would form the teacher and the other that would form the manager. This thought is different from the rapporteur and researcher 1 (so-called), that justify the possibility of co-existence of training for the teaching explanation to be understood in extended and not restricted sense. The third variable on performance in school and non-school spaces, students approached the rapporteur's thoughts and one of the researchers who understand that training is for performance in any educational space, as the researcher 2 indicates that this action should exist, but it is not possible to do it the way DCNP proposed and organize current courses. In the last variable there is no agreement between the rapporteur, researchers and students. A identidade do Curso de Pedagogia na atualidade ?? o foco de nossos estudos e reflex??es. Do inc??modo com as cr??ticas recebidas pelo curso, levantou-se a hip??tese de que foram as ambiguidades e contradi????es, constru??das hist??rica e legalmente sobre o curso de Pedagogia, que produziram as diferentes necessidades formativas indicadas nas Diretrizes Curriculares Nacionais para o Curso de Pedagogia, trazendo dificuldade para a delimita????o de sua identidade. A pesquisa de car??ter quanti-qualitativo contou com uma conjuga????o de procedimentos e t??cnicas, al??m do resgate hist??rico, levantamento bibliogr??fico e da legisla????o pertinente, foi realizada uma pesquisa de opini??o com os alunos do curso de Pedagogia de uma Institui????o de Ensino Superior, privada da capital paulista, com vistas a identificar a opini??o dos alunos sobre o seu curso, suas necessidades formativas e temas considerados importantes e pol??micos da forma????o do pedagogo. Realizou-se ainda, entrevistas semi-estruturadas em profundidade, com os atores considerados privilegiados das discuss??es sobre rumos, escolhas e cr??ticas ao curso de Pedagogia em nosso pa??s. Foram realizadas tr??s entrevistas, sendo a primeira com uma das relatoras das DCNP e, dois pesquisadores de posicionamento antag??nico sobre as quest??es que envolvem a forma????o e o curso de Pedagogia. Para a orienta????o e organiza????o dos dados foram constru??das quatro vari??veis, a partir do rol de habilidades e compet??ncias esperadas do egresso do curso, descritas nas DCNP. A primeira vari??vel considerada foi a carga hor??ria do curso versus a forma????o do pedagogo, representada pelas diferentes necessidades formativas, presentes na atua????o docente para a inf??ncia e os demais segmentos; a segunda vari??vel traz os campos de atua????o do pedagogo, na carreira docente versus a carreira gestora. A terceira vari??vel traz os campos de atua????o nos espa??os escolares versus os espa??os n??o escolares, sejam eles espa??os educativos, de educa????o n??o formal, informal ou outros espa??os distintos. E a quarta vari??vel, a teoria versus a pr??tica. O referencial te??rico de an??lise utilizado foi o freiriano com a escolha das categorias autonomia, politicidade, pr??tica educativa e saberes da doc??ncia. Na aproxima????o entre os resultados obtidos na pesquisa de opini??o realizada com os alunos e os relatos dos entrevistados, na primeira vari??vel, sobre a carga hor??ria do curso, os alunos a consideram satisfat??ria, assim como a relatora, mas n??o h?? concord??ncia dos pesquisadores que a consideram insuficiente. Na segunda vari??vel, os alunos apresentam concord??ncia com um dos pesquisadores, de que deveriam existir dois cursos de Pedagogia, um que formasse o professor e outro que formasse o gestor, pensamento distinto da relatora e do pesquisador 1 (assim denominado), que justificam a possibilidade da coexist??ncia de forma????o pela explica????o da doc??ncia se compreendida em sentido ampliado e n??o restrito. Na terceira vari??vel sobre a atua????o em espa??os escolares e n??o escolares, os alunos se aproximaram dos pensamentos da relatora e de um dos pesquisadores que compreendem que a forma????o ?? para a atua????o em qualquer espa??o educativo, j?? o pesquisador 2 indica que essa atua????o deva existir sim, mas n??o ?? poss??vel faz??-lo da maneira como prop??e das DCNP e se organizam os atuais cursos. Na ??ltima vari??vel n??o h?? concord??ncia entre a relatora, pesquisadores e os alunos.
Databáze: OpenAIRE
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