Formação inicial para a educação infantil nos cursos de pedagogia dos Institutos Federais
Autor(a) principal: | |
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Data de Publicação: | 2023 |
Tipo de documento: | Tese |
Idioma: | por |
Título da fonte: | Repositório Institucional da Universidade Federal do Espírito Santo (riUfes) |
Texto Completo: | http://repositorio.ufes.br/handle/10/12509 |
Resumo: | This research focuses on initial training in Pedagogy courses at the Federal Institutes of Education, Sciene and Technology (IFs), anchored in Bakhtin (1997, 2002, 2009, 2010, 2012, 2013), through a qualitative perspective. Configuring itself as na exploratory research, the objective of this research was to analyze how initial training for teachein in child education is configures, in the contexto of IFs, the relationships between the institutional technical and technological professional purpose and the training proposed in the courses. In this contexto, this thesis is linked to the researche group “Training and Performance of educators” (GRUFAE) at the Federal University of Espírito Santo (UFES). To this end, the Pedagogical Course Projects (PPCs) and the teachers´ Lattes CVs were analyzed through document analysis. Additionally, as a way of communicating with teachers, online questionnaires were sent to their email. To dialogue with the accumulations on the topic, this study carried out a review of works noting the scarcity of studies on Pedagogy courses in IFs (Côco; Bianch, 2020). Therefore, unsderstanding the surrounding policies became relevant (Brasil, 2006, 2015, 2017, 2019). In deepening the theoretical-methodological assumptions of the research the concepts of memory of the future and otherness (Bakhtin, 1997) are visited to reflect on Pedagogy courses. The results point to the presence of EI in PPCs in wich there is a variation from zero to eight mandatory theoretical subjects per course. Less frequently, They presente optional subjects. Interships for this age group are presente in all courses with diferente organizations. Data relating to the training of 532 teachers of Pedagogy courses was analyzed, pointing out a diversity of specialties, which denotes interdisciplinar potential in training. The teaching statements about the courses indicatechallenges in integrating the disciplines They teach with the specifity of child education, in addition to examinig the potical and institutional relationships of the courses. Even though the number of teaching pedagogues is low, high engagement with the courses is emphasized in the etatements. Finally, the need for discussion about teaching degrees in IFs is reiterated, especially about Pedagogy, given the recente scenario of course reformulation (Brazil, 2019) and the debates surrounding them, combined with the growth in the number of teachers of child education em Brazil. |
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Coco, Valdetehttps://orcid.org/0000-0002-5027-1306http://lattes.cnpq.br/7335579662236147Bianch, Bárbara Ferreira Matiashttps://orcid.org/0000-0002-6321-8758http://lattes.cnpq.br/9998425315599374Ventorim, Silvanahttp://lattes.cnpq.br/1442579234138944Sobrinho, Reginaldo Celiohttp://lattes.cnpq.br/8290558218053006Silva, Sandra Aparecida Fraga daFerenc, Alvanize Valente Fernandes2024-05-29T20:55:22Z2024-05-29T20:55:22Z2023-12-11This research focuses on initial training in Pedagogy courses at the Federal Institutes of Education, Sciene and Technology (IFs), anchored in Bakhtin (1997, 2002, 2009, 2010, 2012, 2013), through a qualitative perspective. Configuring itself as na exploratory research, the objective of this research was to analyze how initial training for teachein in child education is configures, in the contexto of IFs, the relationships between the institutional technical and technological professional purpose and the training proposed in the courses. In this contexto, this thesis is linked to the researche group “Training and Performance of educators” (GRUFAE) at the Federal University of Espírito Santo (UFES). To this end, the Pedagogical Course Projects (PPCs) and the teachers´ Lattes CVs were analyzed through document analysis. Additionally, as a way of communicating with teachers, online questionnaires were sent to their email. To dialogue with the accumulations on the topic, this study carried out a review of works noting the scarcity of studies on Pedagogy courses in IFs (Côco; Bianch, 2020). Therefore, unsderstanding the surrounding policies became relevant (Brasil, 2006, 2015, 2017, 2019). In deepening the theoretical-methodological assumptions of the research the concepts of memory of the future and otherness (Bakhtin, 1997) are visited to reflect on Pedagogy courses. The results point to the presence of EI in PPCs in wich there is a variation from zero to eight mandatory theoretical subjects per course. Less frequently, They presente optional subjects. Interships for this age group are presente in all courses with diferente organizations. Data relating to the training of 532 teachers of Pedagogy courses was analyzed, pointing out a diversity of specialties, which denotes interdisciplinar potential in training. The teaching statements about the courses indicatechallenges in integrating the disciplines They teach with the specifity of child education, in addition to examinig the potical and institutional relationships of the courses. Even though the number of teaching pedagogues is low, high engagement with the courses is emphasized in the etatements. Finally, the need for discussion about teaching degrees in IFs is reiterated, especially about Pedagogy, given the recente scenario of course reformulation (Brazil, 2019) and the debates surrounding them, combined with the growth in the number of teachers of child education em Brazil.Esta pesquisa tematiza a formação inicial nos cursos de Pedagogia dos Institutos Federais de Educação, Ciência e Tecnologia (IFs), ancorada em Bakhtin (1997, 2002, 2009, 2010, 2012, 2013), por meio da perspectiva qualitativa. Configurando-se como uma pesquisa exploratória, o objetivo desta pesquisa foi analisar como se configura a formação inicial para a docência na educação infantil (EI), no contexto dos IFs, das relações entre a finalidade profissional técnica e tecnológica institucional e a formação proposta nos cursos. Nesse contexto, esta tese está vinculada ao Grupo de Pesquisa “Formação e Atuação de Educadores” (GRUFAE) da Universidade Federal do Espírito Santo (UFES). Para isso, foram analisados os Projetos Pedagógicos dos Cursos (PPCs) e os Currículos Lattes dos docentes por meio de análise documental. Complementarmente, como forma de dialogar com os docentes, foram enviados questionários on-line para o e-mail dos mesmos. Para o diálogo com os acúmulos na temática, este estudo realizou a revisão de trabalhos constatando a escassez de estudos sobre os cursos de Pedagogia nos IFs (Côco; Bianch, 2020). Sendo assim, se fez relevante a compreensão das políticas circundantes (Brasil, 2006, 2015, 2017, 2019). No aprofundamento dos pressupostos teórico-metodológicos da pesquisa são retomados os conceitos de memória de futuro e de alteridade (Bakhtin, 1997) para refletir sobre os cursos de Pedagogia. Os resultados apontam para a presença da EI nos PPCs em que se constata uma variação de zero a oito disciplinas teóricas obrigatórias por curso. Com menor frequência, apresentam as disciplinas optativas. Já os estágios para esta faixa etária estão presentes em todos os cursos com diferentes organizações. Analisou-se dados referentes à formação dos 532 docentes dos cursos de Pedagogia, apontando diversidade de especialidades, que denota uma potencialidade interdisciplinar na formação. As enunciações docentes sobre os cursos indicam desafios na integração das disciplinas que ministram com a especificidade da EI, além de examinarem as relações políticas e institucionais dos cursos. Ainda que o número de Pedagogos docentes seja baixo, são enfatizados nas enunciações, alto engajamento com os cursos. Por fim, reitera-se a necessidade de discussão sobre a licenciatura nos IFs, especialmente sobre a Pedagogia, visto o cenário recente de reformulação dos cursos (Brasil, 2019) e os debates em torno deles, aliado ao crescimento do número de professores(as) da EI no Brasil.Fundação Coordenação de Aperfeiçoamento de Pessoal de Nível Superior (CAPES)Texthttp://repositorio.ufes.br/handle/10/12509porUniversidade Federal do Espírito SantoDoutorado em EducaçãoPrograma de Pós-Graduação em EducaçãoUFESBRCentro de EducaçãoEducaçãoCurso de PedagogiaInstitutos federaisEducação infantilProfessores - formaçãoFormação inicial para a educação infantil nos cursos de pedagogia dos Institutos Federaisinfo:eu-repo/semantics/publishedVersioninfo:eu-repo/semantics/doctoralThesisinfo:eu-repo/semantics/openAccessreponame:Repositório Institucional da Universidade Federal do Espírito Santo (riUfes)instname:Universidade Federal do Espírito Santo (UFES)instacron:UFESORIGINALBarbaraFerreiraMatiasBianch-2023-Trabalho.pdfapplication/pdf2246369http://repositorio.ufes.br/bitstreams/95d19786-d6fa-436a-9185-eda495cd348d/downloadd24416e16fed437bf7cd1098434dac98MD5110/125092024-07-25 09:44:40.023oai:repositorio.ufes.br:10/12509http://repositorio.ufes.brRepositório InstitucionalPUBhttp://repositorio.ufes.br/oai/requestopendoar:21082024-10-15T17:52:36.775891Repositório Institucional da Universidade Federal do Espírito Santo (riUfes) - Universidade Federal do Espírito Santo (UFES)false |
dc.title.none.fl_str_mv |
Formação inicial para a educação infantil nos cursos de pedagogia dos Institutos Federais |
title |
Formação inicial para a educação infantil nos cursos de pedagogia dos Institutos Federais |
spellingShingle |
Formação inicial para a educação infantil nos cursos de pedagogia dos Institutos Federais Bianch, Bárbara Ferreira Matias Educação Curso de Pedagogia Institutos federais Educação infantil Professores - formação |
title_short |
Formação inicial para a educação infantil nos cursos de pedagogia dos Institutos Federais |
title_full |
Formação inicial para a educação infantil nos cursos de pedagogia dos Institutos Federais |
title_fullStr |
Formação inicial para a educação infantil nos cursos de pedagogia dos Institutos Federais |
title_full_unstemmed |
Formação inicial para a educação infantil nos cursos de pedagogia dos Institutos Federais |
title_sort |
Formação inicial para a educação infantil nos cursos de pedagogia dos Institutos Federais |
author |
Bianch, Bárbara Ferreira Matias |
author_facet |
Bianch, Bárbara Ferreira Matias |
author_role |
author |
dc.contributor.authorID.none.fl_str_mv |
https://orcid.org/0000-0002-6321-8758 |
dc.contributor.authorLattes.none.fl_str_mv |
http://lattes.cnpq.br/9998425315599374 |
dc.contributor.advisor1.fl_str_mv |
Coco, Valdete |
dc.contributor.advisor1ID.fl_str_mv |
https://orcid.org/0000-0002-5027-1306 |
dc.contributor.advisor1Lattes.fl_str_mv |
http://lattes.cnpq.br/7335579662236147 |
dc.contributor.author.fl_str_mv |
Bianch, Bárbara Ferreira Matias |
dc.contributor.referee1.fl_str_mv |
Ventorim, Silvana |
dc.contributor.referee1Lattes.fl_str_mv |
http://lattes.cnpq.br/1442579234138944 |
dc.contributor.referee2.fl_str_mv |
Sobrinho, Reginaldo Celio |
dc.contributor.referee2Lattes.fl_str_mv |
http://lattes.cnpq.br/8290558218053006 |
dc.contributor.referee3.fl_str_mv |
Silva, Sandra Aparecida Fraga da |
dc.contributor.referee4.fl_str_mv |
Ferenc, Alvanize Valente Fernandes |
contributor_str_mv |
Coco, Valdete Ventorim, Silvana Sobrinho, Reginaldo Celio Silva, Sandra Aparecida Fraga da Ferenc, Alvanize Valente Fernandes |
dc.subject.cnpq.fl_str_mv |
Educação |
topic |
Educação Curso de Pedagogia Institutos federais Educação infantil Professores - formação |
dc.subject.por.fl_str_mv |
Curso de Pedagogia Institutos federais Educação infantil Professores - formação |
description |
This research focuses on initial training in Pedagogy courses at the Federal Institutes of Education, Sciene and Technology (IFs), anchored in Bakhtin (1997, 2002, 2009, 2010, 2012, 2013), through a qualitative perspective. Configuring itself as na exploratory research, the objective of this research was to analyze how initial training for teachein in child education is configures, in the contexto of IFs, the relationships between the institutional technical and technological professional purpose and the training proposed in the courses. In this contexto, this thesis is linked to the researche group “Training and Performance of educators” (GRUFAE) at the Federal University of Espírito Santo (UFES). To this end, the Pedagogical Course Projects (PPCs) and the teachers´ Lattes CVs were analyzed through document analysis. Additionally, as a way of communicating with teachers, online questionnaires were sent to their email. To dialogue with the accumulations on the topic, this study carried out a review of works noting the scarcity of studies on Pedagogy courses in IFs (Côco; Bianch, 2020). Therefore, unsderstanding the surrounding policies became relevant (Brasil, 2006, 2015, 2017, 2019). In deepening the theoretical-methodological assumptions of the research the concepts of memory of the future and otherness (Bakhtin, 1997) are visited to reflect on Pedagogy courses. The results point to the presence of EI in PPCs in wich there is a variation from zero to eight mandatory theoretical subjects per course. Less frequently, They presente optional subjects. Interships for this age group are presente in all courses with diferente organizations. Data relating to the training of 532 teachers of Pedagogy courses was analyzed, pointing out a diversity of specialties, which denotes interdisciplinar potential in training. The teaching statements about the courses indicatechallenges in integrating the disciplines They teach with the specifity of child education, in addition to examinig the potical and institutional relationships of the courses. Even though the number of teaching pedagogues is low, high engagement with the courses is emphasized in the etatements. Finally, the need for discussion about teaching degrees in IFs is reiterated, especially about Pedagogy, given the recente scenario of course reformulation (Brazil, 2019) and the debates surrounding them, combined with the growth in the number of teachers of child education em Brazil. |
publishDate |
2023 |
dc.date.issued.fl_str_mv |
2023-12-11 |
dc.date.accessioned.fl_str_mv |
2024-05-29T20:55:22Z |
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2024-05-29T20:55:22Z |
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info:eu-repo/semantics/publishedVersion |
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info:eu-repo/semantics/doctoralThesis |
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doctoralThesis |
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publishedVersion |
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http://repositorio.ufes.br/handle/10/12509 |
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openAccess |
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Universidade Federal do Espírito Santo Doutorado em Educação |
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Programa de Pós-Graduação em Educação |
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UFES |
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BR |
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Centro de Educação |
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Universidade Federal do Espírito Santo Doutorado em Educação |
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