Formação inicial de professores e projetos integradores do curso de Pedagogia: desafios e possibilidades

• Autor(a) principal: Mello, Marilice Pereira Ruiz do Amaral
• Data de Publicação: 2013
• Tipo de documento: Tese
• Idioma: por
• Título da fonte: Biblioteca Digital de Teses e Dissertações da PUC_SP
• Texto Completo: https://tede2.pucsp.br/handle/handle/9753
• topic: Formação de professores; Currículo-educação; Diretrizes Curriculares Nacionais; Projetos integradores; Teacher Education; Curriculum-education; National Curriculum Guidelines; Integration projects; CNPQ::CIENCIAS HUMANAS::EDUCACAO::CURRICULO

The initial assumption of this study is that the current curriculum in Pedagogy Courses in Brazil does not contribute to overcome the existing fragmentation in teacher education, even after the implementation of the Diretrizes Curriculares Nacionais DCNs(The National Curriculum Guidelines). With a view to contribute to the overcoming of such fragmentation, this study aims at analyzing the possibilities of integration of the different disciplinary areas by means of a curriculum component called Integration Projects. Therefore, a detailed analysis of the Integration Projects in the Pedagogy course at Universidade Federal de Alagoas (UFAL) was carried out, in order to (1) reflect about the formative integration of teachers in Elementary School and in the initial years of Junior High School; (2) offer subsidies for the creation of Pedagogy Projects, that can promote the integration of the course subjects; (3) contribute to the redefinition of those teachers education programme; (4) analyze from a practical perspective, how this integration was contemplated, in its different dimensions. In order to carry out the investigation, the following questions were raised: (a) Did the Integration Projects (as syllabus components in the Pedagogy Project in the Pedagogy Course at UFAL, as suggested in the National Curricular Guidelines) contribute to an innovate formative integration? (b) What elements were identified? (c) What challenges and possibilities were raised? The context of those reflections was the Universidade Federal de Alagoas (UFAL). The study focused on the practices of the actors from the Pedagogy course in this institution. The subjects of the study were: 2 pedagogical coordinators; 3 managers from the Education Centre; 21 teachers and 8 students during the period of four years, between 2008 and 2012. All of them have had their identities preserved by the use of numbers and acronyms. This study was carried out from a qualitative approach. Data collection followed the procedures of non-directive interviews, in groups, in pairs or individually. The survey is based in the assumption that the implementation of Integration Projects would allow for the formative integration in four dimensions: the integration of skills, the integration of the curriculum, the integration of subjects and the integration of knowledge. Therefore, it is expected that this survey can offer the necessary innovative subsidies for curriculum redefinition in Pedagogy courses. The findings of this survey also point to the identification of the means to accomplish formative integration from a practical and theoretical perspective. On the other hand, some weaknesses have been identified in this process. Firstly, those related to the short time frame dedicated to the Integration Projects, and secondly, those related to resistance to curriculum integration on the part the teachers. The findings of this study, also aim to contribute to the creation of a set of common goals amongst the participants in the pedagogical community regarding professional education and development in Education and also offer a sound basis for reflection on the social commitment for a fairer and more egalitarian society, on the part of all those involved