AS FACES DA ALTERIDADE: DILEMAS E CONVERGÊNCIAS ENTRE DOCUMENTOS OFICIAIS E A FORMAÇÃO DE PROFESSORES NA UEPG

• Autor(a) principal: Molar, Jonathan de Oliveira
• Data de Publicação: 2009
• Tipo de documento: Dissertação
• Idioma: por
• Título da fonte: Biblioteca Digital de Teses e Dissertações da UEPG
• Texto Completo: http://tede2.uepg.br/jspui/handle/prefix/1298
• topic: alteridade; currículo; formação de professores; alterity; curriculum, teacher training; CNPQ::CIENCIAS HUMANAS::EDUCACAO

This paper aims to discuss the notion of otherness, proposing to investigate the way in which otherness is set up degree courses at the Universidade Estadual de Ponta Grossa (UEPG) in terms of ideas and practices that underlie the formation teacher education.Thus, we intend to investigate otherness in its various manifestations: ethnic, political,social, economic, educational, and cultural identity - and establish a parallel with the official documents - the Diretrizes Curriculares Nacionais (DCN's), the Parâmetros Curriculares Nacionais (PCN's) and Projetos Pedagógicos dos Cursos (PPC's).Reinforcing the notion of otherness works with concepts that underpin the ethics and citizenship and to support contextual, cast look on neoliberalism, globalization and postmodernity. To explore the various views on the notion of otherness present in official documents and in their own teaching practice is used as a qualitative research methodology and are based on documentary analysis of official documents, aggregated to the technique of data collection called Focus Group - which will be used with students from the 4th year of five degrees of UEPG: Chemistry, Mathematics, Biology,History and Pedagogy based on three problem situations that work with themes of everyday life of teachers in the classroom and have the background otherness. The motivation for choosing these five Undergraduate comes from a research project developed in the Masters Program of the Universidade Estadual de Ponta Grossa (UEPG) under the heading of "Teaching and Learning Competency in Undergraduate Teaching in the Context of Changes in Degrees "; this project is formed by a group of teachers coming from the undergraduate UEPG addressed in this research. In short, interlacing official documents and focus groups with students graduating from the Undergraduate UEPG meant to discuss the dilemmas and convergence of otherness in teacher education and, more broadly, on the curriculum of undergraduate courses.