Classroom and distance Pedagogy Courses: Analyzing ex-undergraduates´ training and practice

Detalhes bibliográficos
Autor(a) principal: Bahia, Norinês Panicacci
Data de Publicação: 2015
Tipo de documento: Artigo
Idioma: por
Título da fonte: Acta Scientiarum. Education (Online)
Texto Completo: https://periodicos.uem.br/ojs/index.php/ActaSciEduc/article/view/24388
Resumo: Current paper provides the results of a postdoctoral research that investigated the similarities and/or differences in the training of ex-undergraduates in classroom Pedagogy Courses and in the Distance Education modality of the same Course. The analysis gives a brief history of Pedagogy Courses and criticisms with regard to distance training in the wake of the crisis of teachers´ formation courses in Brazil. The former undergraduates under analysis graduated in Pedagogy and are currently teaching children in elementary schools or in the first stages of government-run schools in São Paulo, São Paulo State, Brazil. Our results show that, regardless of the educational modality (classroom or distance learning) and in spite of criticisms in choosing Pedagogy as a career course, either type is acceptable provided that it offers sound education and prepares the professionals for the teaching practice. Other issues such as maturity, right choice of profession and involvement with school daily life and with their pupils are indicators of teacher’s professionality. 
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spelling Classroom and distance Pedagogy Courses: Analyzing ex-undergraduates´ training and practiceCurso de Pedagogía presencial y a distancia: un análisis sobre la formación y la actuación de egresadosCurso de Pedagogia presencial e a distância: uma análise sobre a formação e a atuação de egressoseducation policiesteacher’s professionalityformative educationpolíticas de formaciónprofesionalidad docentemodalidad formativapolíticas de formaçãoprofissionalidade docentemodalidade formativaCurrent paper provides the results of a postdoctoral research that investigated the similarities and/or differences in the training of ex-undergraduates in classroom Pedagogy Courses and in the Distance Education modality of the same Course. The analysis gives a brief history of Pedagogy Courses and criticisms with regard to distance training in the wake of the crisis of teachers´ formation courses in Brazil. The former undergraduates under analysis graduated in Pedagogy and are currently teaching children in elementary schools or in the first stages of government-run schools in São Paulo, São Paulo State, Brazil. Our results show that, regardless of the educational modality (classroom or distance learning) and in spite of criticisms in choosing Pedagogy as a career course, either type is acceptable provided that it offers sound education and prepares the professionals for the teaching practice. Other issues such as maturity, right choice of profession and involvement with school daily life and with their pupils are indicators of teacher’s professionality. El presente artículo presenta los resultados de una investigación que se desarrolló en el ámbito de una fase postdoctoral y que investigó las dificultades y/o facilidades en la formación y en la actuación profesional de egresados de un mismo curso de Pedagogía en las modalidades presencial y a distancia. Fue realizado, también, un análisis a partir de una breve recuperación histórica sobre el curso y de las críticas alrededor de que la formación inicial ocurra a distancia, delante de la crisis de las licenciaturas. Los egresados, sujetos de la investigación, tuvieron el curso de Pedagogía como formación inicial y actúan como profesores en la educación infantil y/o en las series iniciales de la enseñanza primaria en la red pública de enseñanza de São Paulo. Los análisis señalaron que, para estos egresados, la modalidad no importa para la obtención de una formación que lleve a cabo prepararlos adecuadamente para el ejercicio profesional, a pesar de las críticas percibidas en cuanto a la elección del curso y, aún más, por la modalidad a distancia. Otros aspectos señalados, como la madurez, la seguridad por la elección de la profesión y el envolvimiento con las cuestiones relacionadas al cotidiano escolar y con los alumnos, son definidores para la profesionalidad docente Este artigo apresenta os resultados de uma pesquisa que se desenvolveu no âmbito de um estágio pós-doutoral e que investigou as dificuldades e/ou facilidades na formação e na atuação profissional de egressos de um mesmo curso de Pedagogia nas modalidades presencial e a distância. Foi realizada, também, uma análise a partir de uma  recuperação histórica sobre o curso e das críticas em torno da formação inicial ocorrer à distância, em interface com a crise das licenciaturas. Os egressos, sujeitos da investigação, tiveram o curso de Pedagogia como formação inicial e atuam como professores na educação infantil e/ou nas séries iniciais do ensino fundamental na rede pública de ensino de São Paulo. As análises apontam que, para estes egressos, a modalidade não importa para a obtenção de uma formação que dê conta de prepará-los adequadamente para o exercício profissional, apesar das críticas percebidas quanto à escolha do curso e, mais ainda, pela modalidade a distância. Outros aspectos apontados, como a maturidade, a certeza pela escolha da profissão e o envolvimento com as questões relacionadas ao cotidiano escolar e com os alunos, são definidores para a profissionalidade docente. Universidade Estadual de Maringá2015-07-01info:eu-repo/semantics/articleinfo:eu-repo/semantics/publishedVersionapplication/pdfhttps://periodicos.uem.br/ojs/index.php/ActaSciEduc/article/view/2438810.4025/actascieduc.v37i3.24388Acta Scientiarum. Education; Vol 37 No 3 (2015): July-Sept.; 301-312Acta Scientiarum. Education; v. 37 n. 3 (2015): July-Sept.; 301-3122178-52012178-5198reponame:Acta Scientiarum. Education (Online)instname:Universidade Estadual de Maringá (UEM)instacron:UEMporhttps://periodicos.uem.br/ojs/index.php/ActaSciEduc/article/view/24388/pdf_56Bahia, Norinês Panicacciinfo:eu-repo/semantics/openAccess2015-09-17T08:08:43Zoai:periodicos.uem.br/ojs:article/24388Revistahttp://www.periodicos.uem.br/ojs/index.php/ActaSciEduc/indexPUBhttps://periodicos.uem.br/ojs/index.php/ActaSciEduc/oaiactaeduc@uem.br||2178-52012178-5198opendoar:2015-09-17T08:08:43Acta Scientiarum. Education (Online) - Universidade Estadual de Maringá (UEM)false
dc.title.none.fl_str_mv Classroom and distance Pedagogy Courses: Analyzing ex-undergraduates´ training and practice
Curso de Pedagogía presencial y a distancia: un análisis sobre la formación y la actuación de egresados
Curso de Pedagogia presencial e a distância: uma análise sobre a formação e a atuação de egressos
title Classroom and distance Pedagogy Courses: Analyzing ex-undergraduates´ training and practice
spellingShingle Classroom and distance Pedagogy Courses: Analyzing ex-undergraduates´ training and practice
Bahia, Norinês Panicacci
education policies
teacher’s professionality
formative education
políticas de formación
profesionalidad docente
modalidad formativa
políticas de formação
profissionalidade docente
modalidade formativa
title_short Classroom and distance Pedagogy Courses: Analyzing ex-undergraduates´ training and practice
title_full Classroom and distance Pedagogy Courses: Analyzing ex-undergraduates´ training and practice
title_fullStr Classroom and distance Pedagogy Courses: Analyzing ex-undergraduates´ training and practice
title_full_unstemmed Classroom and distance Pedagogy Courses: Analyzing ex-undergraduates´ training and practice
title_sort Classroom and distance Pedagogy Courses: Analyzing ex-undergraduates´ training and practice
author Bahia, Norinês Panicacci
author_facet Bahia, Norinês Panicacci
author_role author
dc.contributor.author.fl_str_mv Bahia, Norinês Panicacci
dc.subject.por.fl_str_mv education policies
teacher’s professionality
formative education
políticas de formación
profesionalidad docente
modalidad formativa
políticas de formação
profissionalidade docente
modalidade formativa
topic education policies
teacher’s professionality
formative education
políticas de formación
profesionalidad docente
modalidad formativa
políticas de formação
profissionalidade docente
modalidade formativa
description Current paper provides the results of a postdoctoral research that investigated the similarities and/or differences in the training of ex-undergraduates in classroom Pedagogy Courses and in the Distance Education modality of the same Course. The analysis gives a brief history of Pedagogy Courses and criticisms with regard to distance training in the wake of the crisis of teachers´ formation courses in Brazil. The former undergraduates under analysis graduated in Pedagogy and are currently teaching children in elementary schools or in the first stages of government-run schools in São Paulo, São Paulo State, Brazil. Our results show that, regardless of the educational modality (classroom or distance learning) and in spite of criticisms in choosing Pedagogy as a career course, either type is acceptable provided that it offers sound education and prepares the professionals for the teaching practice. Other issues such as maturity, right choice of profession and involvement with school daily life and with their pupils are indicators of teacher’s professionality. 
publishDate 2015
dc.date.none.fl_str_mv 2015-07-01
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://periodicos.uem.br/ojs/index.php/ActaSciEduc/article/view/24388
10.4025/actascieduc.v37i3.24388
url https://periodicos.uem.br/ojs/index.php/ActaSciEduc/article/view/24388
identifier_str_mv 10.4025/actascieduc.v37i3.24388
dc.language.iso.fl_str_mv por
language por
dc.relation.none.fl_str_mv https://periodicos.uem.br/ojs/index.php/ActaSciEduc/article/view/24388/pdf_56
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 Maringá
publisher.none.fl_str_mv Universidade Estadual de Maringá
dc.source.none.fl_str_mv Acta Scientiarum. Education; Vol 37 No 3 (2015): July-Sept.; 301-312
Acta Scientiarum. Education; v. 37 n. 3 (2015): July-Sept.; 301-312
2178-5201
2178-5198
reponame:Acta Scientiarum. Education (Online)
instname:Universidade Estadual de Maringá (UEM)
instacron:UEM
instname_str Universidade Estadual de Maringá (UEM)
instacron_str UEM
institution UEM
reponame_str Acta Scientiarum. Education (Online)
collection Acta Scientiarum. Education (Online)
repository.name.fl_str_mv Acta Scientiarum. Education (Online) - Universidade Estadual de Maringá (UEM)
repository.mail.fl_str_mv actaeduc@uem.br||
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