A relação teoria e prática na formação do pedagogo à luz do materialismo histórico-dialético

Detalhes bibliográficos
Autor(a) principal: Santos, Manoel Gonçalves dos
Data de Publicação: 2014
Tipo de documento: Dissertação
Idioma: por
Título da fonte: Biblioteca Digital de Teses e Dissertações da UEFS
Texto Completo: http://localhost:8080/tede/handle/tede/93
Resumo: The quality of teacher education is currently too questioned and discussed by researchers from Brazil and the world, in view of the importance that is attributed to education in this social scenario characterized by the expansion of globalization and the globalization of capital. In this discussion about the teacher qualification, the theme of the relationship between theory and practice has gained relevance, considering the formative potential of this binomial is coated, as well as by the dichotomous perspective with which the same has historically been conducted in curriculum settings and training practices. Taking this scenario as motivation, the investigation stems from the following question: What are the implications of the curricular and pedagogical organization of the course in pedagogy of UEFS in the process of appropriation of the relation theory and practice realized by the students of this course? While theoretical and epistemological orientation, this research is based on principles of historical- dialectic materialism. It is a qualitative research, whose lócus is the course of pedagogy of the Universidade Estadual de Feira de Santana/Bahia, and the subjects are 47 students attending the seventh or the eighth semester. The data derive from the application of a questionnaire and documentary analysis of pedagogical political project of course. The theoretical-conceptual framework includes a historical foray that explains the process of structuring the concepts of theory and practice in the history of knowledge, and some eployment of relations arising from these concepts in the configuration and interpretation of reality. Also includes a historical and critical- political analysis of the influence of the interests of the dominant social classes, based in the dominion and expansion of capital, of the Brazilian State, and how these interests have been reverberating in teacher education. Seeking to problematize the reality of our empirical field regarding the theme on screen, as well as trying to demarcate formative principles aligned to theoretical ballast that guides the research, were used as interlocutors, among others, the following authors: Adolfo Sanchez Vasquez, Dermeval Saviani, Luis Carlos de Freitas, Leda Sheibe, Selma Garrido Pimenta and Iria Brzezinski. The results allow to infer that the implications in question have an impact on the training politic and on the technical training of future teachers, understood as complementary dimensions. In the first dimension, taking as a higher ideal of training overcome capitalist mode of production, it was noted that the proposal of the course a countersignature emancipatory direction, but does not define explicitly which joins training history project, if one legitimating of the dictates of capital, or its opposite. It is understandable that such vagueness can be competing for its students to share, as the data show, a vision of the social function of school entered in the capital's landmarks, as well as a concept of relationship between theory and practice circumscribed preponderantly on training model constituted consisting of technical rationality and practical rationality, both hallmarks of teaching practice which does not enhance the ideological and political nuance of education, although noticed signs of a building movement of a vision based on the epistemology of praxis. Regarding the repercussions on the technical dimension, while meeting process to know how to do, the findings indicate a positive perception from the students about the knowledge studied for the expansion of their vision about the reality of the craft in which they will operate. However, their voices reveal, primarily, the existence of a dichotomy of the bargain theory and practice on the course, pointing to problems related to pedagogical work and teaching, and indicating the need for the course thinking, institutionalize and operationalize a collective and interdisciplinary work in such a way, enforcing what assumes its pedagogical political project, to promote effective appropriation of the relationship between theory and practice by students and therefore a better political and technical instrumentalization of these future professionals of basic education.
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spelling Jesus, Wilson Pereira de91774985500http://lattes.cnpq.br/6007348968486685Santos, Manoel Gonçalves dos2015-07-25T00:14:35Z2014-03-12SANTOS, Manoel Gonçalves dos. A relação teoria e prática na formação do pedagogo à luz do materialismo histórico-dialético. 2014. 176 f. Dissertação (Mestrado Acadêmico em Educação)- Universidade Estadual de Feira de Santana, Feira de Santana, 2014.http://localhost:8080/tede/handle/tede/93The quality of teacher education is currently too questioned and discussed by researchers from Brazil and the world, in view of the importance that is attributed to education in this social scenario characterized by the expansion of globalization and the globalization of capital. In this discussion about the teacher qualification, the theme of the relationship between theory and practice has gained relevance, considering the formative potential of this binomial is coated, as well as by the dichotomous perspective with which the same has historically been conducted in curriculum settings and training practices. Taking this scenario as motivation, the investigation stems from the following question: What are the implications of the curricular and pedagogical organization of the course in pedagogy of UEFS in the process of appropriation of the relation theory and practice realized by the students of this course? While theoretical and epistemological orientation, this research is based on principles of historical- dialectic materialism. It is a qualitative research, whose lócus is the course of pedagogy of the Universidade Estadual de Feira de Santana/Bahia, and the subjects are 47 students attending the seventh or the eighth semester. The data derive from the application of a questionnaire and documentary analysis of pedagogical political project of course. The theoretical-conceptual framework includes a historical foray that explains the process of structuring the concepts of theory and practice in the history of knowledge, and some eployment of relations arising from these concepts in the configuration and interpretation of reality. Also includes a historical and critical- political analysis of the influence of the interests of the dominant social classes, based in the dominion and expansion of capital, of the Brazilian State, and how these interests have been reverberating in teacher education. Seeking to problematize the reality of our empirical field regarding the theme on screen, as well as trying to demarcate formative principles aligned to theoretical ballast that guides the research, were used as interlocutors, among others, the following authors: Adolfo Sanchez Vasquez, Dermeval Saviani, Luis Carlos de Freitas, Leda Sheibe, Selma Garrido Pimenta and Iria Brzezinski. The results allow to infer that the implications in question have an impact on the training politic and on the technical training of future teachers, understood as complementary dimensions. In the first dimension, taking as a higher ideal of training overcome capitalist mode of production, it was noted that the proposal of the course a countersignature emancipatory direction, but does not define explicitly which joins training history project, if one legitimating of the dictates of capital, or its opposite. It is understandable that such vagueness can be competing for its students to share, as the data show, a vision of the social function of school entered in the capital's landmarks, as well as a concept of relationship between theory and practice circumscribed preponderantly on training model constituted consisting of technical rationality and practical rationality, both hallmarks of teaching practice which does not enhance the ideological and political nuance of education, although noticed signs of a building movement of a vision based on the epistemology of praxis. Regarding the repercussions on the technical dimension, while meeting process to know how to do, the findings indicate a positive perception from the students about the knowledge studied for the expansion of their vision about the reality of the craft in which they will operate. However, their voices reveal, primarily, the existence of a dichotomy of the bargain theory and practice on the course, pointing to problems related to pedagogical work and teaching, and indicating the need for the course thinking, institutionalize and operationalize a collective and interdisciplinary work in such a way, enforcing what assumes its pedagogical political project, to promote effective appropriation of the relationship between theory and practice by students and therefore a better political and technical instrumentalization of these future professionals of basic education.A qualidade da formação de professores é atualmente muito questionada e discutida por pesquisadores do Brasil e do mundo, tendo em vista a importância que é atribuída à educação neste cenário social caracterizado pela expansão da globalização e mundialização do capital. Nesse debate sobre qualificação docente a temática da relação teoria e prática tem ganhado relevância, haja vista o potencial formativo de que este binômio se reveste, bem como pela perspectiva dicotômica com a qual o mesmo historicamente tem sido conduzido em configurações curriculares e práticas de formação. Tomando este cenário como motivação, a investigação decorre da seguinte questão: Quais as implicações da organização curricular e pedagógica do curso de Pedagogia da UEFS no processo de apropriação da relação teoria e prática realizado pelos estudantes desse curso? Enquanto orientação teórica e epistemológica, a pesquisa está pautada em princípios do materialismo histórico-dialético. Trata-se de uma pesquisa qualitativa, cujo lócus é o curso de Pedagogia da Universidade Estadual de Feira de Santana/Bahia, e os sujeitos são 47 estudantes cursando o sétimo ou o oitavo semestre. Os dados derivam da aplicação de questionário e de análise documental do Projeto Político-Pedagógico do curso. O quadro teórico-conceitual inclui uma incursão histórica que explicita o processo de estruturação dos conceitos de teoria e de prática na história do conhecimento, e alguns desdobramentos das relações oriundas destes conceitos na configuração e interpretação da realidade. Inclui, ainda, uma análise histórica e crítico-política da influência dos interesses das classes sociais dominantes, calcados no domínio e expansão do capital, no direcionamento do Estado brasileiro, e de que forma estes interesses vêm se reverberando na formação docente. Buscando problematizar a realidade do nosso campo empírico no tocante à temática em tela, bem como tentando demarcar princípios formativos alinhados ao lastro teórico que norteia a pesquisa, foram utilizados como interlocutores, dentre outros, os seguintes autores: Adolfo Sanches Vásquez, Dermeval Saviani, Luis Carlos de Freitas, Leda Sheibe, Selma Garrido Pimenta e Iria Brzezinski. Os resultados permitem inferir que as implicações em questão repercutem sobre a formação política e sobre a formação técnica dos futuros professores, entendidas como dimensões que se complementam. Na primeira dimensão, tomando como ideal maior de formação a superação do modo capitalista de produção, notou-se que a proposta do curso referenda um direcionamento emancipatório, mas não define explicitamente a qual projeto histórico de formação se filia, se àquele legitimador dos ditames do capital, ou o seu contrário. Compreende-se que tal indefinição pode estar concorrendo para que os seus estudantes compartilhem, como os dados revelam, de uma visão de função social da escola inscrita nos marcos do capital, bem como de uma concepção de relação teoria e prática circunscrita preponderantemente no modelo de formação constituído pela racionalidade técnica e pela racionalidade prática, ambos balizadores de um fazer docente que não realça a nuance político-ideológica da educação, embora se perceba indícios de um movimento de construção de uma visão pautada na epistemologia da práxis. Quanto às repercussões sobre a dimensão técnica, entendida como processo de conhecer para saber fazer, os achados indicam uma percepção positiva dos estudantes sobre os conhecimentos estudados para a ampliação de sua visão sobre a realidade do ofício em que atuarão. Contudo, suas vozes revelam, precipuamente, a existência de uma dicotomia no trato da teoria e da prática no curso, apontando para problemas relacionados ao trabalho pedagógico e docente, e indicando a necessidade de o curso pensar, institucionalizar e operacionalizar um trabalho coletivo e interdisciplinar, de maneira a, fazendo valer o que pressupõe o seu PPP, favorecer a uma efetiva apropriação da relação teoria e prática pelos estudantes e, por conseguinte, uma melhor instrumentalização política e técnica desses futuros profissionais da educação básica.Submitted by Natalie Mendes (nataliermendes@gmail.com) on 2015-07-25T00:14:35Z No. of bitstreams: 1 Dissertação Manoel Gonçalves dos Santos Versão Final.pdf: 3050461 bytes, checksum: 4a2831ab42eedd17b9bce6f70522d13e (MD5)Made available in DSpace on 2015-07-25T00:14:35Z (GMT). No. of bitstreams: 1 Dissertação Manoel Gonçalves dos Santos Versão Final.pdf: 3050461 bytes, checksum: 4a2831ab42eedd17b9bce6f70522d13e (MD5) Previous issue date: 2014-03-12application/pdfporUniversidade Estadual de Feira de SantanaMestrado Acadêmico em EducaçãoUEFSBrasilDEPARTAMENTO DE EDUCAÇÃOFormação de professoresTeoria e práticaMaterialismo histórico-dialéticoPráxisCurso de pedagogiaTeacher educationTheory and practiceHistorical and dialectical materialismPraxisCourse in pedagogyCIENCIAS HUMANAS::EDUCACAOA relação teoria e prática na formação do pedagogo à luz do materialismo histórico-dialéticoinfo:eu-repo/semantics/publishedVersioninfo:eu-repo/semantics/masterThesis-42854381010264632576006006003298115314873488434-240345818910352367info:eu-repo/semantics/openAccessreponame:Biblioteca Digital de Teses e Dissertações da UEFSinstname:Universidade Estadual de Feira de Santana (UEFS)instacron:UEFSORIGINALDissertação Manoel Gonçalves dos Santos Versão Final.pdfDissertação Manoel Gonçalves dos Santos Versão Final.pdfapplication/pdf3050461http://tede2.uefs.br:8080/bitstream/tede/93/2/Disserta%C3%A7%C3%A3o+Manoel+Gon%C3%A7alves+dos+Santos+Vers%C3%A3o+Final.pdf4a2831ab42eedd17b9bce6f70522d13eMD52LICENSElicense.txtlicense.txttext/plain; charset=utf-82165http://tede2.uefs.br:8080/bitstream/tede/93/1/license.txtbd3efa91386c1718a7f26a329fdcb468MD51tede/932015-10-13 18:43:54.5oai:tede2.uefs.br:8080:tede/93Tk9UQTogQ09MT1FVRSBBUVVJIEEgU1VBIFBSw5NQUklBIExJQ0VOw4dBCkVzdGEgbGljZW7Dp2EgZGUgZXhlbXBsbyDDqSBmb3JuZWNpZGEgYXBlbmFzIHBhcmEgZmlucyBpbmZvcm1hdGl2b3MuCgpMSUNFTsOHQSBERSBESVNUUklCVUnDh8ODTyBOw4NPLUVYQ0xVU0lWQQoKQ29tIGEgYXByZXNlbnRhw6fDo28gZGVzdGEgbGljZW7Dp2EsIHZvY8OqIChvIGF1dG9yIChlcykgb3UgbyB0aXR1bGFyIGRvcyBkaXJlaXRvcyBkZSBhdXRvcikgY29uY2VkZSDDoCBVbml2ZXJzaWRhZGUgClhYWCAoU2lnbGEgZGEgVW5pdmVyc2lkYWRlKSBvIGRpcmVpdG8gbsOjby1leGNsdXNpdm8gZGUgcmVwcm9kdXppciwgIHRyYWR1emlyIChjb25mb3JtZSBkZWZpbmlkbyBhYmFpeG8pLCBlL291IApkaXN0cmlidWlyIGEgc3VhIHRlc2Ugb3UgZGlzc2VydGHDp8OjbyAoaW5jbHVpbmRvIG8gcmVzdW1vKSBwb3IgdG9kbyBvIG11bmRvIG5vIGZvcm1hdG8gaW1wcmVzc28gZSBlbGV0csO0bmljbyBlIAplbSBxdWFscXVlciBtZWlvLCBpbmNsdWluZG8gb3MgZm9ybWF0b3Mgw6F1ZGlvIG91IHbDrWRlby4KClZvY8OqIGNvbmNvcmRhIHF1ZSBhIFNpZ2xhIGRlIFVuaXZlcnNpZGFkZSBwb2RlLCBzZW0gYWx0ZXJhciBvIGNvbnRlw7pkbywgdHJhbnNwb3IgYSBzdWEgdGVzZSBvdSBkaXNzZXJ0YcOnw6NvIApwYXJhIHF1YWxxdWVyIG1laW8gb3UgZm9ybWF0byBwYXJhIGZpbnMgZGUgcHJlc2VydmHDp8Ojby4KClZvY8OqIHRhbWLDqW0gY29uY29yZGEgcXVlIGEgU2lnbGEgZGUgVW5pdmVyc2lkYWRlIHBvZGUgbWFudGVyIG1haXMgZGUgdW1hIGPDs3BpYSBhIHN1YSB0ZXNlIG91IApkaXNzZXJ0YcOnw6NvIHBhcmEgZmlucyBkZSBzZWd1cmFuw6dhLCBiYWNrLXVwIGUgcHJlc2VydmHDp8Ojby4KClZvY8OqIGRlY2xhcmEgcXVlIGEgc3VhIHRlc2Ugb3UgZGlzc2VydGHDp8OjbyDDqSBvcmlnaW5hbCBlIHF1ZSB2b2PDqiB0ZW0gbyBwb2RlciBkZSBjb25jZWRlciBvcyBkaXJlaXRvcyBjb250aWRvcyAKbmVzdGEgbGljZW7Dp2EuIFZvY8OqIHRhbWLDqW0gZGVjbGFyYSBxdWUgbyBkZXDDs3NpdG8gZGEgc3VhIHRlc2Ugb3UgZGlzc2VydGHDp8OjbyBuw6NvLCBxdWUgc2VqYSBkZSBzZXUgCmNvbmhlY2ltZW50bywgaW5mcmluZ2UgZGlyZWl0b3MgYXV0b3JhaXMgZGUgbmluZ3XDqW0uCgpDYXNvIGEgc3VhIHRlc2Ugb3UgZGlzc2VydGHDp8OjbyBjb250ZW5oYSBtYXRlcmlhbCBxdWUgdm9jw6ogbsOjbyBwb3NzdWkgYSB0aXR1bGFyaWRhZGUgZG9zIGRpcmVpdG9zIGF1dG9yYWlzLCB2b2PDqiAKZGVjbGFyYSBxdWUgb2J0ZXZlIGEgcGVybWlzc8OjbyBpcnJlc3RyaXRhIGRvIGRldGVudG9yIGRvcyBkaXJlaXRvcyBhdXRvcmFpcyBwYXJhIGNvbmNlZGVyIMOgIFNpZ2xhIGRlIFVuaXZlcnNpZGFkZSAKb3MgZGlyZWl0b3MgYXByZXNlbnRhZG9zIG5lc3RhIGxpY2Vuw6dhLCBlIHF1ZSBlc3NlIG1hdGVyaWFsIGRlIHByb3ByaWVkYWRlIGRlIHRlcmNlaXJvcyBlc3TDoSBjbGFyYW1lbnRlIAppZGVudGlmaWNhZG8gZSByZWNvbmhlY2lkbyBubyB0ZXh0byBvdSBubyBjb250ZcO6ZG8gZGEgdGVzZSBvdSBkaXNzZXJ0YcOnw6NvIG9yYSBkZXBvc2l0YWRhLgoKQ0FTTyBBIFRFU0UgT1UgRElTU0VSVEHDh8ODTyBPUkEgREVQT1NJVEFEQSBURU5IQSBTSURPIFJFU1VMVEFETyBERSBVTSBQQVRST0PDjU5JTyBPVSAKQVBPSU8gREUgVU1BIEFHw4pOQ0lBIERFIEZPTUVOVE8gT1UgT1VUUk8gT1JHQU5JU01PIFFVRSBOw4NPIFNFSkEgQSBTSUdMQSBERSAKVU5JVkVSU0lEQURFLCBWT0PDiiBERUNMQVJBIFFVRSBSRVNQRUlUT1UgVE9ET1MgRSBRVUFJU1FVRVIgRElSRUlUT1MgREUgUkVWSVPDg08gQ09NTyAKVEFNQsOJTSBBUyBERU1BSVMgT0JSSUdBw4fDlUVTIEVYSUdJREFTIFBPUiBDT05UUkFUTyBPVSBBQ09SRE8uCgpBIFNpZ2xhIGRlIFVuaXZlcnNpZGFkZSBzZSBjb21wcm9tZXRlIGEgaWRlbnRpZmljYXIgY2xhcmFtZW50ZSBvIHNldSBub21lIChzKSBvdSBvKHMpIG5vbWUocykgZG8ocykgCmRldGVudG9yKGVzKSBkb3MgZGlyZWl0b3MgYXV0b3JhaXMgZGEgdGVzZSBvdSBkaXNzZXJ0YcOnw6NvLCBlIG7Do28gZmFyw6EgcXVhbHF1ZXIgYWx0ZXJhw6fDo28sIGFsw6ltIGRhcXVlbGFzIApjb25jZWRpZGFzIHBvciBlc3RhIGxpY2Vuw6dhLgo=Biblioteca Digital de Teses e Dissertaçõeshttp://tede2.uefs.br:8080/PUBhttp://tede2.uefs.br:8080/oai/requestbcuefs@uefs.br|| bcref@uefs.br||bcuefs@uefs.bropendoar:2015-10-13T21:43:54Biblioteca Digital de Teses e Dissertações da UEFS - Universidade Estadual de Feira de Santana (UEFS)false
dc.title.por.fl_str_mv A relação teoria e prática na formação do pedagogo à luz do materialismo histórico-dialético
title A relação teoria e prática na formação do pedagogo à luz do materialismo histórico-dialético
spellingShingle A relação teoria e prática na formação do pedagogo à luz do materialismo histórico-dialético
Santos, Manoel Gonçalves dos
Formação de professores
Teoria e prática
Materialismo histórico-dialético
Práxis
Curso de pedagogia
Teacher education
Theory and practice
Historical and dialectical materialism
Praxis
Course in pedagogy
CIENCIAS HUMANAS::EDUCACAO
title_short A relação teoria e prática na formação do pedagogo à luz do materialismo histórico-dialético
title_full A relação teoria e prática na formação do pedagogo à luz do materialismo histórico-dialético
title_fullStr A relação teoria e prática na formação do pedagogo à luz do materialismo histórico-dialético
title_full_unstemmed A relação teoria e prática na formação do pedagogo à luz do materialismo histórico-dialético
title_sort A relação teoria e prática na formação do pedagogo à luz do materialismo histórico-dialético
author Santos, Manoel Gonçalves dos
author_facet Santos, Manoel Gonçalves dos
author_role author
dc.contributor.advisor1.fl_str_mv Jesus, Wilson Pereira de
dc.contributor.authorID.fl_str_mv 91774985500
dc.contributor.authorLattes.fl_str_mv http://lattes.cnpq.br/6007348968486685
dc.contributor.author.fl_str_mv Santos, Manoel Gonçalves dos
contributor_str_mv Jesus, Wilson Pereira de
dc.subject.por.fl_str_mv Formação de professores
Teoria e prática
Materialismo histórico-dialético
Práxis
Curso de pedagogia
topic Formação de professores
Teoria e prática
Materialismo histórico-dialético
Práxis
Curso de pedagogia
Teacher education
Theory and practice
Historical and dialectical materialism
Praxis
Course in pedagogy
CIENCIAS HUMANAS::EDUCACAO
dc.subject.eng.fl_str_mv Teacher education
Theory and practice
Historical and dialectical materialism
Praxis
Course in pedagogy
dc.subject.cnpq.fl_str_mv CIENCIAS HUMANAS::EDUCACAO
description The quality of teacher education is currently too questioned and discussed by researchers from Brazil and the world, in view of the importance that is attributed to education in this social scenario characterized by the expansion of globalization and the globalization of capital. In this discussion about the teacher qualification, the theme of the relationship between theory and practice has gained relevance, considering the formative potential of this binomial is coated, as well as by the dichotomous perspective with which the same has historically been conducted in curriculum settings and training practices. Taking this scenario as motivation, the investigation stems from the following question: What are the implications of the curricular and pedagogical organization of the course in pedagogy of UEFS in the process of appropriation of the relation theory and practice realized by the students of this course? While theoretical and epistemological orientation, this research is based on principles of historical- dialectic materialism. It is a qualitative research, whose lócus is the course of pedagogy of the Universidade Estadual de Feira de Santana/Bahia, and the subjects are 47 students attending the seventh or the eighth semester. The data derive from the application of a questionnaire and documentary analysis of pedagogical political project of course. The theoretical-conceptual framework includes a historical foray that explains the process of structuring the concepts of theory and practice in the history of knowledge, and some eployment of relations arising from these concepts in the configuration and interpretation of reality. Also includes a historical and critical- political analysis of the influence of the interests of the dominant social classes, based in the dominion and expansion of capital, of the Brazilian State, and how these interests have been reverberating in teacher education. Seeking to problematize the reality of our empirical field regarding the theme on screen, as well as trying to demarcate formative principles aligned to theoretical ballast that guides the research, were used as interlocutors, among others, the following authors: Adolfo Sanchez Vasquez, Dermeval Saviani, Luis Carlos de Freitas, Leda Sheibe, Selma Garrido Pimenta and Iria Brzezinski. The results allow to infer that the implications in question have an impact on the training politic and on the technical training of future teachers, understood as complementary dimensions. In the first dimension, taking as a higher ideal of training overcome capitalist mode of production, it was noted that the proposal of the course a countersignature emancipatory direction, but does not define explicitly which joins training history project, if one legitimating of the dictates of capital, or its opposite. It is understandable that such vagueness can be competing for its students to share, as the data show, a vision of the social function of school entered in the capital's landmarks, as well as a concept of relationship between theory and practice circumscribed preponderantly on training model constituted consisting of technical rationality and practical rationality, both hallmarks of teaching practice which does not enhance the ideological and political nuance of education, although noticed signs of a building movement of a vision based on the epistemology of praxis. Regarding the repercussions on the technical dimension, while meeting process to know how to do, the findings indicate a positive perception from the students about the knowledge studied for the expansion of their vision about the reality of the craft in which they will operate. However, their voices reveal, primarily, the existence of a dichotomy of the bargain theory and practice on the course, pointing to problems related to pedagogical work and teaching, and indicating the need for the course thinking, institutionalize and operationalize a collective and interdisciplinary work in such a way, enforcing what assumes its pedagogical political project, to promote effective appropriation of the relationship between theory and practice by students and therefore a better political and technical instrumentalization of these future professionals of basic education.
publishDate 2014
dc.date.issued.fl_str_mv 2014-03-12
dc.date.accessioned.fl_str_mv 2015-07-25T00:14:35Z
dc.type.status.fl_str_mv info:eu-repo/semantics/publishedVersion
dc.type.driver.fl_str_mv info:eu-repo/semantics/masterThesis
format masterThesis
status_str publishedVersion
dc.identifier.citation.fl_str_mv SANTOS, Manoel Gonçalves dos. A relação teoria e prática na formação do pedagogo à luz do materialismo histórico-dialético. 2014. 176 f. Dissertação (Mestrado Acadêmico em Educação)- Universidade Estadual de Feira de Santana, Feira de Santana, 2014.
dc.identifier.uri.fl_str_mv http://localhost:8080/tede/handle/tede/93
identifier_str_mv SANTOS, Manoel Gonçalves dos. A relação teoria e prática na formação do pedagogo à luz do materialismo histórico-dialético. 2014. 176 f. Dissertação (Mestrado Acadêmico em Educação)- Universidade Estadual de Feira de Santana, Feira de Santana, 2014.
url http://localhost:8080/tede/handle/tede/93
dc.language.iso.fl_str_mv por
language por
dc.relation.program.fl_str_mv -4285438101026463257
dc.relation.confidence.fl_str_mv 600
600
600
dc.relation.department.fl_str_mv 3298115314873488434
dc.relation.cnpq.fl_str_mv -240345818910352367
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 Universidade Estadual de Feira de Santana
dc.publisher.program.fl_str_mv Mestrado Acadêmico em Educação
dc.publisher.initials.fl_str_mv UEFS
dc.publisher.country.fl_str_mv Brasil
dc.publisher.department.fl_str_mv DEPARTAMENTO DE EDUCAÇÃO
publisher.none.fl_str_mv Universidade Estadual de Feira de Santana
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