LUGAR DA BIOLOGIA EDUCACIONAL NA FORMAÇÃO DE PEDAGOGOS NA FACULDADE DE FILOSOFIA, CIÊNCIAS E LETRAS DE UNIÃO DA VITÓRIA (1960-1989)

Detalhes bibliográficos
Autor(a) principal: Metelski, Michele
Data de Publicação: 2013
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/1347
Resumo: This dissertation has the objective of discussing tha place of Educational Biology in Pedagogy course in Faculdade de Filosofia, Ciências e Letras de União da Vitória College (FAFI), in the limited context between the years of 1960 and 1989. This analysis leans in Pierre Bordieu concepts, mainly in the field and habitus categories for learning the formats in the area of pedagogy and teachers formation apropriating the Educational Biology knowhow. The analytical route of this problem has privileged two fronts, firstly the discussion has followed from general to particular, seeking the analysis structure relationally. Due to this option, narrative has been organized taking the history of higher education in Brazil, mainly by the history of FAFI to remodel some aspects of creation. To reach the specific point of our discussion was necessary to understand how this institution has been settled in Union ad Victoria and who were the idealization agents. In another front this research has privileged an approach to the Educational Biology trajectory, associating to the medical speech and the attempt of making a field for teachers formation in Brazil. Seeking to explain the real place of this area of knowledge subject in the training formation of the pedagogue. This second discussion was the main concern of the dissertation, because it explains the answer to the formulated problem. These terms, the textual plot of the second chapter has came from the general to the particular as well, seeking to stablish an analytic web between the national formulations mainly Almeida Junior, Ary Lex and the organization of knowledge in the Pedagogy course in FAFI. This analytical structure allows explain the following statements: 1) FAFI constituition in a context of expansion of elementary and secondary school, as well as the interiorization of the higher education in Paraná state; 2) FAFI was born with the responsability to form teachers to teach in normal schools/education institutes and secondary schools; 3) FAFI was created as a political strategy of Paraná state integration and to build a regional identity; 4) In the 1960´s there was a mismatch among discussion waged in a national, hygine precepts were not mentioned; 5)The teaching was only about the fundamental Educational Biology, learning some gaps in the formation of the ones that graduated during this period; 6) The genetic approach was extensive, occupying the place of the application part that was the main importance to the teachers formation that would prepare normal school teachers. 7) The instability of the Educational Biology in the 1960´s is observed because contents were minimum and its nomenclature varied among General Biology, Educational Biology and Biological elements of education and sometimes its contents were in the interior of the didatic discipline; 8) In the 1970´s Biology occupied a more solid place, complete and with it´s own characteristics, particularly with School Hygine introduction; 9) In the 1980´s the Educational Biology was divided between School Hygine and Biology enphatizing the medical character to treat new deseases, especially AIDS; 10) In 1989´s, the Educacional Biology assumed a permanent condition in the Pedagogy course in FAFI.
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spelling Campos, Névio deCPF:01656943948http://buscatextual.cnpq.br/buscatextual/visualizacv.do?id=K4776641H6Cordova, Maria Julieta WeberCPF:73948209987http://buscatextual.cnpq.br/buscatextual/visualizacv.do?id=K4778435Y6Oliveira, Rita de Cassia da SilvaCPF:70608199915http://buscatextual.cnpq.br/buscatextual/visualizacv.do?id=K4705075D9Mesquida, PeriCPF:06180477000http://buscatextual.cnpq.br/buscatextual/visualizacv.do?id=K4781585Y8CPF:02001460929http://buscatextual.cnpq.br/buscatextual/visualizacv.do?id=K4167491P1Metelski, Michele2017-07-21T20:32:01Z2013-05-032017-07-21T20:32:01Z2013-03-25METELSKI, Michele. LUGAR DA BIOLOGIA EDUCACIONAL NA FORMAÇÃO DE PEDAGOGOS NA FACULDADE DE FILOSOFIA, CIÊNCIAS E LETRAS DE UNIÃO DA VITÓRIA (1960-1989). 2013. 204 f. Dissertação (Mestrado em Educação) - UNIVERSIDADE ESTADUAL DE PONTA GROSSA, Ponta Grossa, 2013.http://tede2.uepg.br/jspui/handle/prefix/1347This dissertation has the objective of discussing tha place of Educational Biology in Pedagogy course in Faculdade de Filosofia, Ciências e Letras de União da Vitória College (FAFI), in the limited context between the years of 1960 and 1989. This analysis leans in Pierre Bordieu concepts, mainly in the field and habitus categories for learning the formats in the area of pedagogy and teachers formation apropriating the Educational Biology knowhow. The analytical route of this problem has privileged two fronts, firstly the discussion has followed from general to particular, seeking the analysis structure relationally. Due to this option, narrative has been organized taking the history of higher education in Brazil, mainly by the history of FAFI to remodel some aspects of creation. To reach the specific point of our discussion was necessary to understand how this institution has been settled in Union ad Victoria and who were the idealization agents. In another front this research has privileged an approach to the Educational Biology trajectory, associating to the medical speech and the attempt of making a field for teachers formation in Brazil. Seeking to explain the real place of this area of knowledge subject in the training formation of the pedagogue. This second discussion was the main concern of the dissertation, because it explains the answer to the formulated problem. These terms, the textual plot of the second chapter has came from the general to the particular as well, seeking to stablish an analytic web between the national formulations mainly Almeida Junior, Ary Lex and the organization of knowledge in the Pedagogy course in FAFI. This analytical structure allows explain the following statements: 1) FAFI constituition in a context of expansion of elementary and secondary school, as well as the interiorization of the higher education in Paraná state; 2) FAFI was born with the responsability to form teachers to teach in normal schools/education institutes and secondary schools; 3) FAFI was created as a political strategy of Paraná state integration and to build a regional identity; 4) In the 1960´s there was a mismatch among discussion waged in a national, hygine precepts were not mentioned; 5)The teaching was only about the fundamental Educational Biology, learning some gaps in the formation of the ones that graduated during this period; 6) The genetic approach was extensive, occupying the place of the application part that was the main importance to the teachers formation that would prepare normal school teachers. 7) The instability of the Educational Biology in the 1960´s is observed because contents were minimum and its nomenclature varied among General Biology, Educational Biology and Biological elements of education and sometimes its contents were in the interior of the didatic discipline; 8) In the 1970´s Biology occupied a more solid place, complete and with it´s own characteristics, particularly with School Hygine introduction; 9) In the 1980´s the Educational Biology was divided between School Hygine and Biology enphatizing the medical character to treat new deseases, especially AIDS; 10) In 1989´s, the Educacional Biology assumed a permanent condition in the Pedagogy course in FAFI.Esta dissertação tem por objetivo discutir o lugar da Biologia Educacional no Curso de Pedagogia da Faculdade de Filosofia, Ciências e Letras de União da Vitória (FAFI), no contexto circunscrito entre 1960 e 1989. Esta análise se apoia nos conceitos de Pierre Bourdieu, principalmente nas categorias de campo e habitus para apreender as formas como a área de pedagogia/formação de professores se apropriou dos saberes da Biologia Educacional. O percurso analítico deste problema privilegiou duas frentes. Em primeiro lugar, a discussão seguiu uma abordagem do geral ao particular, buscando estruturar a análise de modo relacional. Em razão dessa opção, organizou-se a narrativa, tomando a história do ensino superior no Brasil, mas principalmente a história da Faculdade de Filosofia, Ciências e Letras para reconstituir alguns aspectos da criação da FAFI. Em outra frente, esta pesquisa privilegiou uma abordagem da trajetória da Biologia Educacional, associando-a ao discurso médico e a tentativa de constituição de um campo de formação de professores no Brasil, buscando explicar o lugar dessa área de saber/disciplinar no processo formativo do pedagogo. Essa segunda discussão constituiu a principal preocupação desta dissertação, pois explicita a resposta ao problema formulado. Nesses termos, o enredo textual do segundo capítulo, também, partiu do geral ao particular, procurando estabelecer uma teia analítica entre as formulações nacionais, principalmente as produções de Almeida Junior, Ary Lex e a organização da área do conhecimento/saber no Curso de Pedagogia da FAFI. Essa estrutura analítica permitiu explicitar as seguintes afirmações: 1) A FAFI se constituiu no contexto de expansão do ensino primário e secundário, assim como de interiorização do ensino superior no Paraná; 2) A FAFI nasceu com a responsabilidade de formar professores para compor o quadro de docentes das escolas normais/institutos de educação e escolas secundárias; 3) A FAFI foi criada como uma estratégia política de integração do Paraná e de construção de uma identidade regional; 4) Nos anos de 1960 houve um descompasso entre as discussões travadas em nível nacional, os preceitos higiênicos não foram abordados; 5) O ensino tratava apenas da parte fundamental da Biologia Educacional, deixando lacunas na formação daqueles que se graduaram durante esse período; 6) A abordagem genética foi extensa, ocupando o lugar da parte de aplicação que era importantíssima à formação de professores que preparariam os docentes da Escola Normal; 7) A instabilidade da Biologia Educacional, na década de 1960, é observada porque seus conteúdos eram mínimos e sua nomenclatura variava de Biologia Geral, Biologia Educacional a Fundamentos Biológicos da Educação e, às vezes, seus conteúdos estavam no interior da disciplina de Didática; 8) Na década de 1970, a Biologia ocupou um lugar mais sólido, completo e com características próprias, particularmente com a introdução da Higiene Escolar; 9) Nos anos de 1980, a Biologia Educacional se divide entre Higiene Escolar e Fundamentos de Biologia, enfatizando o caráter médico ao tratar das novas doenças, particularmente a AIDS; 10) Em 1989, a Biologia Educacional assumiu uma condição permanente no Curso de Pedagogia da FAFI.Made available in DSpace on 2017-07-21T20:32:01Z (GMT). No. of bitstreams: 1 MICHELE METELSKI.pdf: 1521254 bytes, checksum: dd65a65891b16911bc9e2739556bfe94 (MD5) Previous issue date: 2013-03-25Coordenação de Aperfeiçoamento de Pessoal de Nível Superiorapplication/pdfporUNIVERSIDADE ESTADUAL DE PONTA GROSSAPrograma de Pós-Graduação em EducaçãoUEPGBREducaçãodebate intelectualbiologia educacionalensino superiorformação docenteintelectual discussioneducational biologyhigher educationteacher formationCNPQ::CIENCIAS HUMANAS::EDUCACAOLUGAR DA BIOLOGIA EDUCACIONAL NA FORMAÇÃO DE PEDAGOGOS NA FACULDADE DE FILOSOFIA, CIÊNCIAS E LETRAS DE UNIÃO DA VITÓRIA (1960-1989)info:eu-repo/semantics/publishedVersioninfo:eu-repo/semantics/masterThesisinfo:eu-repo/semantics/openAccessreponame:Biblioteca Digital de Teses e Dissertações da UEPGinstname:Universidade Estadual de Ponta Grossa (UEPG)instacron:UEPGORIGINALMICHELE METELSKI.pdfapplication/pdf1521254http://tede2.uepg.br/jspui/bitstream/prefix/1347/1/MICHELE%20METELSKI.pdfdd65a65891b16911bc9e2739556bfe94MD51prefix/13472017-07-21 17:32:01.306oai:tede2.uepg.br:prefix/1347Biblioteca Digital de Teses e Dissertaçõeshttps://tede2.uepg.br/jspui/PUBhttp://tede2.uepg.br/oai/requestbicen@uepg.br||mv_fidelis@yahoo.com.bropendoar:2017-07-21T20:32:01Biblioteca Digital de Teses e Dissertações da UEPG - Universidade Estadual de Ponta Grossa (UEPG)false
dc.title.por.fl_str_mv LUGAR DA BIOLOGIA EDUCACIONAL NA FORMAÇÃO DE PEDAGOGOS NA FACULDADE DE FILOSOFIA, CIÊNCIAS E LETRAS DE UNIÃO DA VITÓRIA (1960-1989)
title LUGAR DA BIOLOGIA EDUCACIONAL NA FORMAÇÃO DE PEDAGOGOS NA FACULDADE DE FILOSOFIA, CIÊNCIAS E LETRAS DE UNIÃO DA VITÓRIA (1960-1989)
spellingShingle LUGAR DA BIOLOGIA EDUCACIONAL NA FORMAÇÃO DE PEDAGOGOS NA FACULDADE DE FILOSOFIA, CIÊNCIAS E LETRAS DE UNIÃO DA VITÓRIA (1960-1989)
Metelski, Michele
debate intelectual
biologia educacional
ensino superior
formação docente
intelectual discussion
educational biology
higher education
teacher formation
CNPQ::CIENCIAS HUMANAS::EDUCACAO
title_short LUGAR DA BIOLOGIA EDUCACIONAL NA FORMAÇÃO DE PEDAGOGOS NA FACULDADE DE FILOSOFIA, CIÊNCIAS E LETRAS DE UNIÃO DA VITÓRIA (1960-1989)
title_full LUGAR DA BIOLOGIA EDUCACIONAL NA FORMAÇÃO DE PEDAGOGOS NA FACULDADE DE FILOSOFIA, CIÊNCIAS E LETRAS DE UNIÃO DA VITÓRIA (1960-1989)
title_fullStr LUGAR DA BIOLOGIA EDUCACIONAL NA FORMAÇÃO DE PEDAGOGOS NA FACULDADE DE FILOSOFIA, CIÊNCIAS E LETRAS DE UNIÃO DA VITÓRIA (1960-1989)
title_full_unstemmed LUGAR DA BIOLOGIA EDUCACIONAL NA FORMAÇÃO DE PEDAGOGOS NA FACULDADE DE FILOSOFIA, CIÊNCIAS E LETRAS DE UNIÃO DA VITÓRIA (1960-1989)
title_sort LUGAR DA BIOLOGIA EDUCACIONAL NA FORMAÇÃO DE PEDAGOGOS NA FACULDADE DE FILOSOFIA, CIÊNCIAS E LETRAS DE UNIÃO DA VITÓRIA (1960-1989)
author Metelski, Michele
author_facet Metelski, Michele
author_role author
dc.contributor.advisor1.fl_str_mv Campos, Névio de
dc.contributor.advisor1ID.fl_str_mv CPF:01656943948
dc.contributor.advisor1Lattes.fl_str_mv http://buscatextual.cnpq.br/buscatextual/visualizacv.do?id=K4776641H6
dc.contributor.referee1.fl_str_mv Cordova, Maria Julieta Weber
dc.contributor.referee1ID.fl_str_mv CPF:73948209987
dc.contributor.referee1Lattes.fl_str_mv http://buscatextual.cnpq.br/buscatextual/visualizacv.do?id=K4778435Y6
dc.contributor.referee2.fl_str_mv Oliveira, Rita de Cassia da Silva
dc.contributor.referee2ID.fl_str_mv CPF:70608199915
dc.contributor.referee2Lattes.fl_str_mv http://buscatextual.cnpq.br/buscatextual/visualizacv.do?id=K4705075D9
dc.contributor.referee3.fl_str_mv Mesquida, Peri
dc.contributor.referee3ID.fl_str_mv CPF:06180477000
dc.contributor.referee3Lattes.fl_str_mv http://buscatextual.cnpq.br/buscatextual/visualizacv.do?id=K4781585Y8
dc.contributor.authorID.fl_str_mv CPF:02001460929
dc.contributor.authorLattes.fl_str_mv http://buscatextual.cnpq.br/buscatextual/visualizacv.do?id=K4167491P1
dc.contributor.author.fl_str_mv Metelski, Michele
contributor_str_mv Campos, Névio de
Cordova, Maria Julieta Weber
Oliveira, Rita de Cassia da Silva
Mesquida, Peri
dc.subject.por.fl_str_mv debate intelectual
biologia educacional
ensino superior
formação docente
topic debate intelectual
biologia educacional
ensino superior
formação docente
intelectual discussion
educational biology
higher education
teacher formation
CNPQ::CIENCIAS HUMANAS::EDUCACAO
dc.subject.eng.fl_str_mv intelectual discussion
educational biology
higher education
teacher formation
dc.subject.cnpq.fl_str_mv CNPQ::CIENCIAS HUMANAS::EDUCACAO
description This dissertation has the objective of discussing tha place of Educational Biology in Pedagogy course in Faculdade de Filosofia, Ciências e Letras de União da Vitória College (FAFI), in the limited context between the years of 1960 and 1989. This analysis leans in Pierre Bordieu concepts, mainly in the field and habitus categories for learning the formats in the area of pedagogy and teachers formation apropriating the Educational Biology knowhow. The analytical route of this problem has privileged two fronts, firstly the discussion has followed from general to particular, seeking the analysis structure relationally. Due to this option, narrative has been organized taking the history of higher education in Brazil, mainly by the history of FAFI to remodel some aspects of creation. To reach the specific point of our discussion was necessary to understand how this institution has been settled in Union ad Victoria and who were the idealization agents. In another front this research has privileged an approach to the Educational Biology trajectory, associating to the medical speech and the attempt of making a field for teachers formation in Brazil. Seeking to explain the real place of this area of knowledge subject in the training formation of the pedagogue. This second discussion was the main concern of the dissertation, because it explains the answer to the formulated problem. These terms, the textual plot of the second chapter has came from the general to the particular as well, seeking to stablish an analytic web between the national formulations mainly Almeida Junior, Ary Lex and the organization of knowledge in the Pedagogy course in FAFI. This analytical structure allows explain the following statements: 1) FAFI constituition in a context of expansion of elementary and secondary school, as well as the interiorization of the higher education in Paraná state; 2) FAFI was born with the responsability to form teachers to teach in normal schools/education institutes and secondary schools; 3) FAFI was created as a political strategy of Paraná state integration and to build a regional identity; 4) In the 1960´s there was a mismatch among discussion waged in a national, hygine precepts were not mentioned; 5)The teaching was only about the fundamental Educational Biology, learning some gaps in the formation of the ones that graduated during this period; 6) The genetic approach was extensive, occupying the place of the application part that was the main importance to the teachers formation that would prepare normal school teachers. 7) The instability of the Educational Biology in the 1960´s is observed because contents were minimum and its nomenclature varied among General Biology, Educational Biology and Biological elements of education and sometimes its contents were in the interior of the didatic discipline; 8) In the 1970´s Biology occupied a more solid place, complete and with it´s own characteristics, particularly with School Hygine introduction; 9) In the 1980´s the Educational Biology was divided between School Hygine and Biology enphatizing the medical character to treat new deseases, especially AIDS; 10) In 1989´s, the Educacional Biology assumed a permanent condition in the Pedagogy course in FAFI.
publishDate 2013
dc.date.available.fl_str_mv 2013-05-03
2017-07-21T20:32:01Z
dc.date.issued.fl_str_mv 2013-03-25
dc.date.accessioned.fl_str_mv 2017-07-21T20:32:01Z
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dc.type.driver.fl_str_mv info:eu-repo/semantics/masterThesis
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dc.identifier.citation.fl_str_mv METELSKI, Michele. LUGAR DA BIOLOGIA EDUCACIONAL NA FORMAÇÃO DE PEDAGOGOS NA FACULDADE DE FILOSOFIA, CIÊNCIAS E LETRAS DE UNIÃO DA VITÓRIA (1960-1989). 2013. 204 f. Dissertação (Mestrado em Educação) - UNIVERSIDADE ESTADUAL DE PONTA GROSSA, Ponta Grossa, 2013.
dc.identifier.uri.fl_str_mv http://tede2.uepg.br/jspui/handle/prefix/1347
identifier_str_mv METELSKI, Michele. LUGAR DA BIOLOGIA EDUCACIONAL NA FORMAÇÃO DE PEDAGOGOS NA FACULDADE DE FILOSOFIA, CIÊNCIAS E LETRAS DE UNIÃO DA VITÓRIA (1960-1989). 2013. 204 f. Dissertação (Mestrado em Educação) - UNIVERSIDADE ESTADUAL DE PONTA GROSSA, Ponta Grossa, 2013.
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