A dimensão teórico-prática como princípio epistemológico formativo: possibilidades constitutivas da práxis pedagógica na proposta curricular do curso de Pedagogia da Universidade Estadual do Piauí

• Autor(a) principal: Silva, Antonia Alves Pereira
• Data de Publicação: 2020
• Outros Autores: [e-mail]
• Tipo de documento: Tese
• Idioma: por
• Título da fonte: Biblioteca Digital de Teses e Dissertações da UERJ
• Texto Completo: http://www.bdtd.uerj.br/handle/1/17831
• topic: Pedagogo de educación crítica; Unidad de teoría-práctica; Praxis Recontextualización; Curriculo integrado; Critical formation of Pedagogue; Theory-practice unit; Praxis; Recontextualization; Integrated Curriculum; Educação; Pedagogos; Currículos; Formação crítica Pedagogo; Unidade Teoria-prática; Práxis; Recontextualização; Currículo Integrado; CIENCIAS HUMANAS::EDUCACAO

This Thesis investigates the teacher training in the Pedagogy course and assumes that its realization guided by an epistemology in which the theory-practice unit is the central axis, contributes to the formation in a critical perspective of the teacher. Therefore, it seeks to answer the question: Does the Curricular Proposal of the Pedagogy course at the State University of Piauí (UESPI), as a curricular project and practice, have a theoretical-practical epistemological basis as its formative guiding principle? It aims to analyze the curriculum of the Pedagogy course, in the light of its curricular elements, identifying processes and practices that, in the perception of the individuals, develop in a perspective of theoretical-practical unity, understood as praxis. It is based on a discussion about the concept of teacher training present in educational policy and how it reflects in the curricular production of educational institutions seeking to understand possible processes of recontextualization (BERNSTEIN, 1996); discusses the concept of praxis in the Vázquez perspective (2011). Defends praxis as an epistemological principle in the curricular organization in order to contribute to the critical emancipatory training of the pedagogue; therefore, the integrated type curriculum (BERSTEIN, 1988), presents itself as the most suitable for this purpose.The empirical research was carried out in the Pedagogy course at UESPI, capturing the perception of teachers, through interviews, and students, through Focus Group, about the theory-practice relationship in the course; analyzes legal documents that support training in Pedagogy and the Pedagogical Project of the Course. The research considers macrosocial and microcontextual aspects (LOPES, 2006; BRANDÃO, 2006) in the production of knowledge in a materialistic dialectical perspective. The results indicate that the Course Project complies with the legal requirements, but in a recontextualized way when addressing the theory-practice relationship in a praxis perspective and a more explicit view of the pedagogue's conception. The subjects' discourse reveals that theory and practice are understood in different ways by the individuals. Among teachers, it assumes a sense of unity; among students, a sense of unity prevails, but there are senses in the speeches that refer to the separation of these dimensions. In the perception of the individuals, in curricular practice, activities that articulate theory and practice predominate, which occurs in several subjects of the course through projects carried out in schools; Supervised Internship and Pedagogical Practice stand out as those subjects where there is greater reflection on the activities carried out in schools. In general, students feel prepared for future pedagogical acting, but this feeling is emphasized when referring to early childhood education. The data indicate that there are similarities in the curriculum, but also differences in the concept of an integrated curriculum.