Percepções dos estudantes de pedagogia relacionadas à sua formação docente : um estudo de caso em curso de modalidade híbrida

• Autor(a) principal: Inácio, Maria Elizete
• Data de Publicação: 2018
• Tipo de documento: Dissertação
• Idioma: por
• Título da fonte: Biblioteca Digital de Teses e Dissertações da PUC_RS
• Texto Completo: http://tede2.pucrs.br/tede2/handle/tede/8470
• topic: Formação Docente; Licenciatura em Pedagogia; Educação Híbrida; Núcleo Humanístico; CIENCIAS HUMANAS::EDUCACAO

This dissertation, linked to the Graduate Program in Education of the School of Humanities of the Pontifical Catholic University of Rio Grande do Sul – PUCRS, in the line of research Training, Policies and Practices in Education-FPPE, sought to investigate how the students, graduates of a Teaching Degree in Pedagogy, in the Hybrid Modality, perceive and understand the contribution of the necessary knowledge and relevant to their professional training, regarding contents related to the disciplines that compose the humanistic nucleus of his curriculum (Psychology, Sociology, Philosophy and Anthropology). As theoretical input, authors such as Tardif, Garcia were used. Charlot, Horn, Coll, Freire and others, that enabled the discussion and analysis of the theme. In the research methodology, we opted for the qualitative and quantitative approach of a descriptive-analytical nature, using as a support element, a case study. The subjects involved in the study were students of completed classes of the Pedagogy Course, in 2018/01, with age range of 25 to 60 years, in the context of the classroom. For data collection we used an online questionnaire, with multiple choice questions and closed answers, and four questions with open answers, complemented by the assistematic observations performed in loco. For data analysis we used the process of discursive Textual Analysis (ATD) proposed by Moraes and Galiazzi (2011), as well as the Bardin Content Analysis. In this sense, we employ only the initial part of the ATD and AC analyses without categorization and inference, making a general overview of the responses collected in the instrument. The findings indicated that the students, despite pointing out that the course, the work carried out in the disciplines and the materials were adequate to their expectations, have doubts related to the perception and effectiveness of the disciplines in their future practice teaching. We believe that this occurs due to the profile of the interviewees, and the fragmented form, as the contents are worked in the disciplines. This fragmentation hinders the effective compression of this nucleus as a relevant guiding element in the teacher's training and performance. Thus, the integrative disciplines are not able to make the articulation and reflection due, indicating the need for a more transversal work on the part of the faculty. We understand that this situation does not apply only to the context studied, being a broader question to be considered in the training, in general, of the pedagogue, when it projects courses, in any modality. Thus, as future works, we propose a reflection that will watch more studies on the knowledge and attitudes that lead to greater commitments and perceptions in the initial teacher training, for a successful practice, similarly, we recommend longitudinal follow-up in the development of academics, along the course and at the beginning of their teaching work activities.