The practice as a curricular component in the discipline research and educational processes of the pedagogy course: A differential in the relationship between research, Theory and practice

Detalhes bibliográficos
Autor(a) principal: Brandt, Andressa Graziele
Data de Publicação: 2019
Outros Autores: Hobold, Márcia de Souza
Tipo de documento: Artigo
Idioma: por
Título da fonte: Educação & Formação (Fortaleza)
Texto Completo: https://revistas.uece.br/index.php/redufor/article/view/319
Resumo: This article discusses the role of Practice as a Curricular Component (PCC) in the initial processes of teacher training, whose main objective is to analyze the proposal of the training of the graduates of a course by examining the disciplines of Research and Educational Processes, which consubstantiate the PCC. In this qualitative research, the data treatment was based on the content analysis proposed by Bardin (2009); by André (2012, 2017) and Gatti and Barreto (2009) on the role of research in teacher training; and by the contributions of Marcelo García (1999, 2009) on professional development. The results indicated that the Practice as a Curricular Component, associated to the learning practices of teaching, having the research as a vertical axis of teacher training, is fundamental for the professional development of the future teachers, becoming an essential element for the development of the research skills contributing to their professional, artistic, scientific and political training.
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spelling The practice as a curricular component in the discipline research and educational processes of the pedagogy course: A differential in the relationship between research, Theory and practiceLa práctica como componente curricular en la disciplina investigación y procedimientos educativos del curso de pedagogía: Un diferencial en la relación entre investigación, Teoría y prácticaA Prática como componente curricular na disciplina pesquisa e processos educativos do curso de pedagogia: Um diferencial na relação entre pesquisa, teoria e práticaFormação inicial de professores. Prática de Ensino. Pesquisa..Initial teacher training. Teaching Practice. Search.Formación inicial de profesores. Práctica de Enseñanza. Investigación.This article discusses the role of Practice as a Curricular Component (PCC) in the initial processes of teacher training, whose main objective is to analyze the proposal of the training of the graduates of a course by examining the disciplines of Research and Educational Processes, which consubstantiate the PCC. In this qualitative research, the data treatment was based on the content analysis proposed by Bardin (2009); by André (2012, 2017) and Gatti and Barreto (2009) on the role of research in teacher training; and by the contributions of Marcelo García (1999, 2009) on professional development. The results indicated that the Practice as a Curricular Component, associated to the learning practices of teaching, having the research as a vertical axis of teacher training, is fundamental for the professional development of the future teachers, becoming an essential element for the development of the research skills contributing to their professional, artistic, scientific and political training.Este artículo discute el papel de la Práctica como componente curricular (PCC) en los procesos iniciales de formación de profesores, tiene como objetivo central analizar la propuesta de formación de los licenciandos de un curso mediante el examen de las disciplinas de Investigación y Procesos Educativos, las cuales consubstancian la PCC. En esta investigación cualitativa, el tratamiento de los datos se basó en el análisis de contenido propuesto por Bardin (2009); por André (2012, 2017) y Gatti y Barreto (2009) acerca del papel de la investigación en la formación de los profesores; y por las contribuciones de Marcelo García (1999, 2009) sobre el desarrollo profesional. Los resultados indicaron que la práctica como componente curricular, asociada a los aprendizajes de las prácticas formativas de la docencia, teniendo la investigación como eje de verticalización de la formación de profesores, es fundamental para el desarrollo profesional de los futuros profesores, convirtiéndose en un elemento esencial para el desarrollo habilidad investigativa contribuyendo a su formación profesional, artística, científica y política.Este artigo discute o papel da Prática como Componente Curricular (PCC) nos processos iniciais de formação de professores, tem como objetivo central analisar a proposta de formação dos licenciandos de um curso mediante exame das disciplinas de Pesquisa e Processos Educativos, as quais consubstanciam a PCC. Nesta pesquisa qualitativa, o tratamento dos dados baseou-se na análise de conteúdo proposta por Bardin (2009); por André (2012, 2017) e Gatti e Barreto (2009) acerca do papel da pesquisa na formação dos professores; e pelas contribuições de Marcelo García (1999, 2009) acerca do desenvolvimento profissional. Os resultados indicaram que a Prática como Componente Curricular, associada aos aprendizados das práticas formativas da docência, tendo a pesquisa como eixo de verticalização da formação de professores, é fundamental para o desenvolvimento profissional dos futuros professores, tornando-se elemento essencial para o desenvolvimento da habilidade investigativa contribuindo para a sua formação profissional, artística, científica e política.    EdUECE2019-05-01info:eu-repo/semantics/articleinfo:eu-repo/semantics/publishedVersionapplication/pdfhttps://revistas.uece.br/index.php/redufor/article/view/31910.25053/redufor.v4i11.319Educ. Form.; Vol. 4 No. 11 (2019): Educação & Formação; 142-160Educ. Form.; Vol. 4 Núm. 11 (2019): Educação & Formação; 142-160Éducation et formation; Vol. 4 No 11 (2019): Educação & Formação; 142-160Educ. Form.; v. 4 n. 11 (2019): Educação & Formação; 142-1602448-3583reponame:Educação & Formação (Fortaleza)instname:Universidade Estadual do Ceará (UECE)instacron:UECEporhttps://revistas.uece.br/index.php/redufor/article/view/319/1146Brandt, Andressa GrazieleHobold, Márcia de Souzainfo:eu-repo/semantics/openAccess2023-06-29T12:44:07Zoai:ojs.revistas.uece.br:article/319Revistahttps://revistas.uece.br/index.php/reduforPUBhttps://revistas.uece.br/index.php/redufor/oairedufor@gmail.com||lia.fialho@uece.br2448-35832448-3583opendoar:2023-06-29T12:44:07Educação & Formação (Fortaleza) - Universidade Estadual do Ceará (UECE)false
dc.title.none.fl_str_mv The practice as a curricular component in the discipline research and educational processes of the pedagogy course: A differential in the relationship between research, Theory and practice
La práctica como componente curricular en la disciplina investigación y procedimientos educativos del curso de pedagogía: Un diferencial en la relación entre investigación, Teoría y práctica
A Prática como componente curricular na disciplina pesquisa e processos educativos do curso de pedagogia: Um diferencial na relação entre pesquisa, teoria e prática
title The practice as a curricular component in the discipline research and educational processes of the pedagogy course: A differential in the relationship between research, Theory and practice
spellingShingle The practice as a curricular component in the discipline research and educational processes of the pedagogy course: A differential in the relationship between research, Theory and practice
Brandt, Andressa Graziele
Formação inicial de professores. Prática de Ensino. Pesquisa.
.
Initial teacher training. Teaching Practice. Search.
Formación inicial de profesores. Práctica de Enseñanza. Investigación.
title_short The practice as a curricular component in the discipline research and educational processes of the pedagogy course: A differential in the relationship between research, Theory and practice
title_full The practice as a curricular component in the discipline research and educational processes of the pedagogy course: A differential in the relationship between research, Theory and practice
title_fullStr The practice as a curricular component in the discipline research and educational processes of the pedagogy course: A differential in the relationship between research, Theory and practice
title_full_unstemmed The practice as a curricular component in the discipline research and educational processes of the pedagogy course: A differential in the relationship between research, Theory and practice
title_sort The practice as a curricular component in the discipline research and educational processes of the pedagogy course: A differential in the relationship between research, Theory and practice
author Brandt, Andressa Graziele
author_facet Brandt, Andressa Graziele
Hobold, Márcia de Souza
author_role author
author2 Hobold, Márcia de Souza
author2_role author
dc.contributor.author.fl_str_mv Brandt, Andressa Graziele
Hobold, Márcia de Souza
dc.subject.por.fl_str_mv Formação inicial de professores. Prática de Ensino. Pesquisa.
.
Initial teacher training. Teaching Practice. Search.
Formación inicial de profesores. Práctica de Enseñanza. Investigación.
topic Formação inicial de professores. Prática de Ensino. Pesquisa.
.
Initial teacher training. Teaching Practice. Search.
Formación inicial de profesores. Práctica de Enseñanza. Investigación.
description This article discusses the role of Practice as a Curricular Component (PCC) in the initial processes of teacher training, whose main objective is to analyze the proposal of the training of the graduates of a course by examining the disciplines of Research and Educational Processes, which consubstantiate the PCC. In this qualitative research, the data treatment was based on the content analysis proposed by Bardin (2009); by André (2012, 2017) and Gatti and Barreto (2009) on the role of research in teacher training; and by the contributions of Marcelo García (1999, 2009) on professional development. The results indicated that the Practice as a Curricular Component, associated to the learning practices of teaching, having the research as a vertical axis of teacher training, is fundamental for the professional development of the future teachers, becoming an essential element for the development of the research skills contributing to their professional, artistic, scientific and political training.
publishDate 2019
dc.date.none.fl_str_mv 2019-05-01
dc.type.driver.fl_str_mv info:eu-repo/semantics/article
info:eu-repo/semantics/publishedVersion
format article
status_str publishedVersion
dc.identifier.uri.fl_str_mv https://revistas.uece.br/index.php/redufor/article/view/319
10.25053/redufor.v4i11.319
url https://revistas.uece.br/index.php/redufor/article/view/319
identifier_str_mv 10.25053/redufor.v4i11.319
dc.language.iso.fl_str_mv por
language por
dc.relation.none.fl_str_mv https://revistas.uece.br/index.php/redufor/article/view/319/1146
dc.rights.driver.fl_str_mv info:eu-repo/semantics/openAccess
eu_rights_str_mv openAccess
dc.format.none.fl_str_mv application/pdf
dc.publisher.none.fl_str_mv EdUECE
publisher.none.fl_str_mv EdUECE
dc.source.none.fl_str_mv Educ. Form.; Vol. 4 No. 11 (2019): Educação & Formação; 142-160
Educ. Form.; Vol. 4 Núm. 11 (2019): Educação & Formação; 142-160
Éducation et formation; Vol. 4 No 11 (2019): Educação & Formação; 142-160
Educ. Form.; v. 4 n. 11 (2019): Educação & Formação; 142-160
2448-3583
reponame:Educação & Formação (Fortaleza)
instname:Universidade Estadual do Ceará (UECE)
instacron:UECE
instname_str Universidade Estadual do Ceará (UECE)
instacron_str UECE
institution UECE
reponame_str Educação & Formação (Fortaleza)
collection Educação & Formação (Fortaleza)
repository.name.fl_str_mv Educação & Formação (Fortaleza) - Universidade Estadual do Ceará (UECE)
repository.mail.fl_str_mv redufor@gmail.com||lia.fialho@uece.br
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