Caderno pedagógico como produto educacional do Mestrado Profissional em Educação: contribuições para a formação docente

• Autor(a) principal: Souza, Teciene Cássia de
• Data de Publicação: 2021
• Outros Autores: Belizário, Vanilda Aparecida, Ferreira, Helena Maria
• Tipo de documento: Artigo
• Idioma: por
• Título da fonte: Repositório Institucional da UFLA
• Texto Completo: http://repositorio.ufla.br/jspui/handle/1/50857
• topic: Caderno pedagógico; Mestrado profissional em Educação; Formação docente; Pedagogical handbook; Professional master's in Education; Teacher education; Cuaderno pedagógico; Maestría profesional en educación; Formación del profesorado

With the objective of articulating theoretical education and teaching activity, the Graduate Programs in Education, in the professional modality, normally requirestudents to produce an educational product that allows them to look at the daily life of the profession. Among the various product possibilities, the pedagogical notebooks stand out, which provide a reflection on the contributions of theories to the redefinition of teaching practices, as well as the authorial production of teaching materials. In this article, considering the context of the Professional Master's Degree in Education (MPE) of the Federal University of Lavras (UFLA), we sought to discuss the contributions of the production process of educational products within the scope of professional programs, in particular, the pedagogical notebooks for the continuing education of basic education teachers. Thus, we rely on theoretical studies about final products developed in graduate education programs to contextualize the proposed discussion. In addition, an analysis of a report on the experience lived by two PPGE students of Postgraduate Program in Education (PPGE/UFLA) in the production process of pedagogical notebooks is presented. From the analysis carried out, it was found that the elaboration of these products is essential to strengthen the relationship between university and community (school), through continuing education courses for teachers, production of teaching materials, teaching sequences and other possible productions. Added to this is the finding that the production of pedagogical notebooks constitutes a training strategy that is remarkably effective as it stimulates the teacher's own production of teaching activities, a careful look at the diagnosis of the level ofstudents, the selection of texts, the clarity of the statements, the progression of activities, the definition of teaching objectives, the adequacy of methodologies and the choice of skills to be explored, etc.