The configuration of teaching in the teaching project of the Pedagogy course: a case study
Autor(a) principal: | |
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Data de Publicação: | 2011 |
Outros Autores: | |
Tipo de documento: | Artigo |
Idioma: | por |
Título da fonte: | Olhar de Professor (Online) |
Texto Completo: | https://revistas.uepg.br/index.php/olhardeprofessor/article/view/3198 |
Resumo: | This article reflects on how the concept of teaching proposed in the Brazilian National Curriculum Guidelines - DCNP 2006 - for the Pedagogy Course and supported especially by Anfope (National Association for the Education of the Professionals of Education) is set in the Teaching Project of the pedagogy course of a public Institution of Higher Education. The qualitative research, in the form of an instrumental case study (André, 2005) included document analysis and semi-structured interviews, as well as the constant review of the literature. The configuration of teaching as a national common ground implies the confluence of a set of principles that should guide the curriculum. It should include: the relation between theory/practice and the emphasis on research and knowledge production; solid theoretical formation and interdisciplinary; democratic management; social political and ethical commitment; collective and interdisciplinary work and the incorporation of the concept of continuing education. From the analysis of the data collected, it was concluded that the configuration of teaching in the Pedagogy Course researched is based on the above principles which led to: restructuring the curriculum and academic activities; resizing of contents; introduction of new teaching methods; engaging students in their future working context since the early years; interdisciplinary thought and action; unity theory-practice. However, it should be emphasized that much of the individual and collective work of teachers is responsible for the successful development of teaching as a common base -articulated to research and the management of the Pedagogy Course studied. |
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The configuration of teaching in the teaching project of the Pedagogy course: a case studyA configuração da docência expressa no projeto pedagógico do curso de Pedagogia: um estudo de caso - Doi: 10.5212/OlharProfr.v.13i1.0010Diretrizes Curriculares Nacionais. Projeto pedagógico. Curso de pedagogia. Docência.National curriculum guidelines. Teaching project. Pedagogy course. teaching.This article reflects on how the concept of teaching proposed in the Brazilian National Curriculum Guidelines - DCNP 2006 - for the Pedagogy Course and supported especially by Anfope (National Association for the Education of the Professionals of Education) is set in the Teaching Project of the pedagogy course of a public Institution of Higher Education. The qualitative research, in the form of an instrumental case study (André, 2005) included document analysis and semi-structured interviews, as well as the constant review of the literature. The configuration of teaching as a national common ground implies the confluence of a set of principles that should guide the curriculum. It should include: the relation between theory/practice and the emphasis on research and knowledge production; solid theoretical formation and interdisciplinary; democratic management; social political and ethical commitment; collective and interdisciplinary work and the incorporation of the concept of continuing education. From the analysis of the data collected, it was concluded that the configuration of teaching in the Pedagogy Course researched is based on the above principles which led to: restructuring the curriculum and academic activities; resizing of contents; introduction of new teaching methods; engaging students in their future working context since the early years; interdisciplinary thought and action; unity theory-practice. However, it should be emphasized that much of the individual and collective work of teachers is responsible for the successful development of teaching as a common base -articulated to research and the management of the Pedagogy Course studied.Este artigo tem por objetivo refletir sobre como a concepção de docência, preconizada nas Diretrizes Curriculares Nacionais para o Curso de Graduação em Pedagogia - DCNP (2006) e defendida especialmente pela Associação Nacional pela Formação dos Profissionais da Educação - Anfope, está configurada no Projeto Pedagógico do Curso de Pedagogia de uma Instituição de Educação Superior - IES pública. O estudo pautou-se na pesquisa qualitativa, no viés do estudo de caso instrumental (ANDRÉ, 2005), e teve como procedimento investigativo a análise de documentos e entrevistas semiestruturadas, além de revisão bibliográfica constante. A partir da análise das informações coletadas, evidenciamos que a configuração da docência no Projeto Pedagógico do curso pesquisado, tendo por base os princípios supracitados, provocou: reestruturação da grade curricular e das atividades acadêmicas; redimensionamento dos conteúdos trabalhados; introdução de novas modalidades pedagógicas; inserção do estudante no campo de atuação desde os anos iniciais; pensamento e ação interdisciplinar, unidade teoria e prática. Contudo, ressaltamos que grande parte do trabalho individual e coletivo do professor é responsável pelo êxito do desenvolvimento da docência como base comum - articulada à pesquisa e à gestão e configurada no PPC de Pedagogia analisado.Editora UEPG2011-12-14info:eu-repo/semantics/articleinfo:eu-repo/semantics/publishedVersionapplication/pdfhttps://revistas.uepg.br/index.php/olhardeprofessor/article/view/319810.5212/OlharProfr.v.13i1.0010Olhar de Professor; Bd. 13 Nr. 1 (2010); 155-169Olhar de Professor; Vol. 13 No. 1 (2010); 155-169Olhar de Professor; Vol. 13 Núm. 1 (2010); 155-169Olhar de Professor; Vol. 13 No. 1 (2010); 155-169Olhar de Professor; v. 13 n. 1 (2010); 155-1691984-01871518-5648reponame:Olhar de Professor (Online)instname:Universidade Estadual de Ponta Grossa (UEPG)instacron:UEPGporhttps://revistas.uepg.br/index.php/olhardeprofessor/article/view/3198/2338Miranda, Maria IreneRibeiro, Mônica Luiz de Limainfo:eu-repo/semantics/openAccess2021-03-05T17:20:50Zoai:uepg.br:article/3198Revistahttps://revistas2.uepg.br/index.php/olhardeprofessor/indexPUBhttps://revistas2.uepg.br/index.php/olhardeprofessor/oaiolhardeprofessor@uepg.br||1984-01871518-5648opendoar:2021-03-05T17:20:50Olhar de Professor (Online) - Universidade Estadual de Ponta Grossa (UEPG)false |
dc.title.none.fl_str_mv |
The configuration of teaching in the teaching project of the Pedagogy course: a case study A configuração da docência expressa no projeto pedagógico do curso de Pedagogia: um estudo de caso - Doi: 10.5212/OlharProfr.v.13i1.0010 |
title |
The configuration of teaching in the teaching project of the Pedagogy course: a case study |
spellingShingle |
The configuration of teaching in the teaching project of the Pedagogy course: a case study Miranda, Maria Irene Diretrizes Curriculares Nacionais. Projeto pedagógico. Curso de pedagogia. Docência. National curriculum guidelines. Teaching project. Pedagogy course. teaching. |
title_short |
The configuration of teaching in the teaching project of the Pedagogy course: a case study |
title_full |
The configuration of teaching in the teaching project of the Pedagogy course: a case study |
title_fullStr |
The configuration of teaching in the teaching project of the Pedagogy course: a case study |
title_full_unstemmed |
The configuration of teaching in the teaching project of the Pedagogy course: a case study |
title_sort |
The configuration of teaching in the teaching project of the Pedagogy course: a case study |
author |
Miranda, Maria Irene |
author_facet |
Miranda, Maria Irene Ribeiro, Mônica Luiz de Lima |
author_role |
author |
author2 |
Ribeiro, Mônica Luiz de Lima |
author2_role |
author |
dc.contributor.author.fl_str_mv |
Miranda, Maria Irene Ribeiro, Mônica Luiz de Lima |
dc.subject.por.fl_str_mv |
Diretrizes Curriculares Nacionais. Projeto pedagógico. Curso de pedagogia. Docência. National curriculum guidelines. Teaching project. Pedagogy course. teaching. |
topic |
Diretrizes Curriculares Nacionais. Projeto pedagógico. Curso de pedagogia. Docência. National curriculum guidelines. Teaching project. Pedagogy course. teaching. |
description |
This article reflects on how the concept of teaching proposed in the Brazilian National Curriculum Guidelines - DCNP 2006 - for the Pedagogy Course and supported especially by Anfope (National Association for the Education of the Professionals of Education) is set in the Teaching Project of the pedagogy course of a public Institution of Higher Education. The qualitative research, in the form of an instrumental case study (André, 2005) included document analysis and semi-structured interviews, as well as the constant review of the literature. The configuration of teaching as a national common ground implies the confluence of a set of principles that should guide the curriculum. It should include: the relation between theory/practice and the emphasis on research and knowledge production; solid theoretical formation and interdisciplinary; democratic management; social political and ethical commitment; collective and interdisciplinary work and the incorporation of the concept of continuing education. From the analysis of the data collected, it was concluded that the configuration of teaching in the Pedagogy Course researched is based on the above principles which led to: restructuring the curriculum and academic activities; resizing of contents; introduction of new teaching methods; engaging students in their future working context since the early years; interdisciplinary thought and action; unity theory-practice. However, it should be emphasized that much of the individual and collective work of teachers is responsible for the successful development of teaching as a common base -articulated to research and the management of the Pedagogy Course studied. |
publishDate |
2011 |
dc.date.none.fl_str_mv |
2011-12-14 |
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.uepg.br/index.php/olhardeprofessor/article/view/3198 10.5212/OlharProfr.v.13i1.0010 |
url |
https://revistas.uepg.br/index.php/olhardeprofessor/article/view/3198 |
identifier_str_mv |
10.5212/OlharProfr.v.13i1.0010 |
dc.language.iso.fl_str_mv |
por |
language |
por |
dc.relation.none.fl_str_mv |
https://revistas.uepg.br/index.php/olhardeprofessor/article/view/3198/2338 |
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 |
Editora UEPG |
publisher.none.fl_str_mv |
Editora UEPG |
dc.source.none.fl_str_mv |
Olhar de Professor; Bd. 13 Nr. 1 (2010); 155-169 Olhar de Professor; Vol. 13 No. 1 (2010); 155-169 Olhar de Professor; Vol. 13 Núm. 1 (2010); 155-169 Olhar de Professor; Vol. 13 No. 1 (2010); 155-169 Olhar de Professor; v. 13 n. 1 (2010); 155-169 1984-0187 1518-5648 reponame:Olhar de Professor (Online) instname:Universidade Estadual de Ponta Grossa (UEPG) instacron:UEPG |
instname_str |
Universidade Estadual de Ponta Grossa (UEPG) |
instacron_str |
UEPG |
institution |
UEPG |
reponame_str |
Olhar de Professor (Online) |
collection |
Olhar de Professor (Online) |
repository.name.fl_str_mv |
Olhar de Professor (Online) - Universidade Estadual de Ponta Grossa (UEPG) |
repository.mail.fl_str_mv |
olhardeprofessor@uepg.br|| |
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1797053495790010368 |