O estágio curricular no contexto da EaD : a relação entre teoria e prática na formação do pedagogo
Autor(a) principal: | |
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Data de Publicação: | 2019 |
Tipo de documento: | Tese |
Idioma: | por |
Título da fonte: | Repositório Institucional da UFMT |
Texto Completo: | http://ri.ufmt.br/handle/1/1896 |
Resumo: | The relation theory and practice has been widely discussed in the Pedagogy Courses, with the Supervised Curricular Internship being an important element in the Teacher Training process. The Internship is understood as one of the spaces that allows the effective knowledge and knowledge required for teaching practice. Based on this understanding, this study sought to analyze how the relationship between theory and practice in the development process in the three Curricular Stages (Early Childhood Education, Elementary Education and Non-school Spaces) of the distance Pedagogy Course of the State University of Mato Grosso / DEAD / UNEMAT, offered by Universidade Aberta do Brasil / UAB at the Sapezal center. It was an exploratory qualitative approach. Throughout the research, the documentary analysis of the Pedagogical Political Project of the UNEMAT / UAB Pedagogy Course, of the regulation pertinent to the Curricular Internship, of the pedagogical practice carried out in the exercise of teaching and of the reflective reports constructed by the students in the process of initial formation was carried out. The research was carried out with a group of 15 students. The group was accompanied by a distance teacher and a faceto-face tutor. It has been the privilege to observe from the elaboration of the internship projects, the classroom interactions and the distance until the moment of the regency in the classroom in the three stages in the Course. With this research, we sought to contribute to the field of teacher education, specifically in relation to the Curricular Stages, to the extent that scenarios, knowledge, concepts and training methodologies are on the scene, considering the relevance of the university as a locus of articulated formation to the spaces of poles and schools. The results pointed out that the experience of the Curricular Internship needs to potentiate the exercise of critical reflection on the teaching practices and the teaching knowledge, which implies problematization and exchanges of experiences and knowledge for the collective work and for understanding the school as a singular context of teacher training. The analyzes were carried out considering the Project of the Pedagogy Course that corroborates with the thought of teacher as transforming intellectual, discussed by Giroux (1999). It is assumed that the supervised curricular stage has the fundamental function that is not only to take the theoretical knowledge to the field of practice, but to understand it, to elaborate it, thinking the reality lived by the future teacher. |
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O estágio curricular no contexto da EaD : a relação entre teoria e prática na formação do pedagogoProfessor intelectualPedagogiaTeoria e práticaCNPQ::CIENCIAS HUMANAS::EDUCACAOIntellectual teacherPedagogyTheory and practiceThe relation theory and practice has been widely discussed in the Pedagogy Courses, with the Supervised Curricular Internship being an important element in the Teacher Training process. The Internship is understood as one of the spaces that allows the effective knowledge and knowledge required for teaching practice. Based on this understanding, this study sought to analyze how the relationship between theory and practice in the development process in the three Curricular Stages (Early Childhood Education, Elementary Education and Non-school Spaces) of the distance Pedagogy Course of the State University of Mato Grosso / DEAD / UNEMAT, offered by Universidade Aberta do Brasil / UAB at the Sapezal center. It was an exploratory qualitative approach. Throughout the research, the documentary analysis of the Pedagogical Political Project of the UNEMAT / UAB Pedagogy Course, of the regulation pertinent to the Curricular Internship, of the pedagogical practice carried out in the exercise of teaching and of the reflective reports constructed by the students in the process of initial formation was carried out. The research was carried out with a group of 15 students. The group was accompanied by a distance teacher and a faceto-face tutor. It has been the privilege to observe from the elaboration of the internship projects, the classroom interactions and the distance until the moment of the regency in the classroom in the three stages in the Course. With this research, we sought to contribute to the field of teacher education, specifically in relation to the Curricular Stages, to the extent that scenarios, knowledge, concepts and training methodologies are on the scene, considering the relevance of the university as a locus of articulated formation to the spaces of poles and schools. The results pointed out that the experience of the Curricular Internship needs to potentiate the exercise of critical reflection on the teaching practices and the teaching knowledge, which implies problematization and exchanges of experiences and knowledge for the collective work and for understanding the school as a singular context of teacher training. The analyzes were carried out considering the Project of the Pedagogy Course that corroborates with the thought of teacher as transforming intellectual, discussed by Giroux (1999). It is assumed that the supervised curricular stage has the fundamental function that is not only to take the theoretical knowledge to the field of practice, but to understand it, to elaborate it, thinking the reality lived by the future teacher.A relação teoria e prática tem sido amplamente discutida nos Cursos de Pedagogia, sendo o Estágio Curricular Supervisionado um importante elemento no processo de Formação de Professores. Neste sentido, questiona-se como se estabelece a relação teoria e prática no planejamento e efetivação do Estágio Curricular em Pedagogia da Universidade Estadual de Mato Grosso-UNEMAT ofertado pela Universidade Aberta do Brasil-UAB no polo de Sapezal - MT. O Estágio é compreendido enquanto um dos espaços que oportuniza a efetivação do conhecimento e dos saberes necessários à prática docente. Com base nesse entendimento, este estudo objetivou analisar como se deu a relação da teoria com a prática, no processo de desenvolvimento nos três Estágios Curriculares (Educação Infantil, Ensino Fundamental e Espaços não escolares). Tratou-se de uma pesquisa exploratória de abordagem qualitativa. Ao longo da pesquisa, realizou-se a análise documental do Projeto Político Pedagógico do Curso de Pedagogia, da regulamentação pertinente ao Estágio Curricular, da prática pedagógica realizada no exercício da docência e dos relatórios reflexivos construídos pelas acadêmicas em processo de formação inicial. A pesquisa foi realizada com um grupo de 15 alunas. O grupo foi acompanhado por uma professora a distância e por uma tutora presencial. Teve-se o privilégio de observar desde a elaboração dos projetos de estágio, das interações presenciais e a distância até o momento da regência em sala de aula nos três estágios previstos no Curso. Com essa investigação, buscou-se contribuir para o campo da formação de professores, especificamente no que se refere aos Estágios Curriculares, na medida em que cenários, saberes, conceitos e metodologias de formação estão em cena, considerando a relevância da universidade como lócus de formação articulado aos espaços dos polos e das escolas. Os resultados apontaram que a vivência do Estágio Curricular necessita potencializar o exercício da reflexão crítica acerca das práticas de ensinar e do saber docente, o que implica problematização e trocas de experiências e de conhecimentos para o trabalho coletivo e para compreensão da escola como contexto singular de formação de professores. As análises foram realizadas considerando o Projeto do Curso de Pedagogia que corrobora o pensamento de professor enquanto intelectual transformador discutido por Giroux (1999). Pressupõese que o estágio curricular supervisionado tem a função fundamental que não é apenas levar os conhecimentos teóricos ao campo da prática, mas compreendê-los, elaborá-los, pensando a realidade vivida pelo futuro professor.Universidade Federal de Mato GrossoBrasilInstituto de Educação (IE)UFMT CUC - CuiabáPrograma de Pós-Graduação em EducaçãoMaciel, CristianoAlonso, Kátia Morosovhttp://lattes.cnpq.br/3326858103129656http://lattes.cnpq.br/5234437367053668Maciel, Cristiano681.956.560-72http://lattes.cnpq.br/5234437367053668Alonso, Kátia Morosov654.466.741-20http://lattes.cnpq.br/3326858103129656681.956.560-72654.466.741-20Souza, Terezinha Fernandes Martins de762.080.871-04http://lattes.cnpq.br/4491000679954389Gomes, Delarim Martins843.001.838-72http://lattes.cnpq.br/1369208884827424Cerny, Roseli Zen485.182.209-04Echalar, Adda Daniela Lima Figueiredo917.072.501-20http://lattes.cnpq.br/3758976350155947Kuhn, Ana Paula2020-03-02T16:40:48Z2019-04-152020-03-02T16:40:48Z2019-02-15info:eu-repo/semantics/publishedVersioninfo:eu-repo/semantics/doctoralThesisKUHN, Ana Paula. O estágio curricular no contexto da EaD: a relação entre teoria e prática na formação do pedagogo. 2019. [156] f. Tese (Doutorado em Educação) - Universidade Federal de Mato Grosso, Instituto de Educação, Cuiabá, 2019.http://ri.ufmt.br/handle/1/1896porinfo:eu-repo/semantics/openAccessreponame:Repositório Institucional da UFMTinstname:Universidade Federal de Mato Grosso (UFMT)instacron:UFMT2020-03-05T07:02:21Zoai:localhost:1/1896Repositório InstitucionalPUBhttp://ri.ufmt.br/oai/requestjordanbiblio@gmail.comopendoar:2020-03-05T07:02:21Repositório Institucional da UFMT - Universidade Federal de Mato Grosso (UFMT)false |
dc.title.none.fl_str_mv |
O estágio curricular no contexto da EaD : a relação entre teoria e prática na formação do pedagogo |
title |
O estágio curricular no contexto da EaD : a relação entre teoria e prática na formação do pedagogo |
spellingShingle |
O estágio curricular no contexto da EaD : a relação entre teoria e prática na formação do pedagogo Kuhn, Ana Paula Professor intelectual Pedagogia Teoria e prática CNPQ::CIENCIAS HUMANAS::EDUCACAO Intellectual teacher Pedagogy Theory and practice |
title_short |
O estágio curricular no contexto da EaD : a relação entre teoria e prática na formação do pedagogo |
title_full |
O estágio curricular no contexto da EaD : a relação entre teoria e prática na formação do pedagogo |
title_fullStr |
O estágio curricular no contexto da EaD : a relação entre teoria e prática na formação do pedagogo |
title_full_unstemmed |
O estágio curricular no contexto da EaD : a relação entre teoria e prática na formação do pedagogo |
title_sort |
O estágio curricular no contexto da EaD : a relação entre teoria e prática na formação do pedagogo |
author |
Kuhn, Ana Paula |
author_facet |
Kuhn, Ana Paula |
author_role |
author |
dc.contributor.none.fl_str_mv |
Maciel, Cristiano Alonso, Kátia Morosov http://lattes.cnpq.br/3326858103129656 http://lattes.cnpq.br/5234437367053668 Maciel, Cristiano 681.956.560-72 http://lattes.cnpq.br/5234437367053668 Alonso, Kátia Morosov 654.466.741-20 http://lattes.cnpq.br/3326858103129656 681.956.560-72 654.466.741-20 Souza, Terezinha Fernandes Martins de 762.080.871-04 http://lattes.cnpq.br/4491000679954389 Gomes, Delarim Martins 843.001.838-72 http://lattes.cnpq.br/1369208884827424 Cerny, Roseli Zen 485.182.209-04 Echalar, Adda Daniela Lima Figueiredo 917.072.501-20 http://lattes.cnpq.br/3758976350155947 |
dc.contributor.author.fl_str_mv |
Kuhn, Ana Paula |
dc.subject.por.fl_str_mv |
Professor intelectual Pedagogia Teoria e prática CNPQ::CIENCIAS HUMANAS::EDUCACAO Intellectual teacher Pedagogy Theory and practice |
topic |
Professor intelectual Pedagogia Teoria e prática CNPQ::CIENCIAS HUMANAS::EDUCACAO Intellectual teacher Pedagogy Theory and practice |
description |
The relation theory and practice has been widely discussed in the Pedagogy Courses, with the Supervised Curricular Internship being an important element in the Teacher Training process. The Internship is understood as one of the spaces that allows the effective knowledge and knowledge required for teaching practice. Based on this understanding, this study sought to analyze how the relationship between theory and practice in the development process in the three Curricular Stages (Early Childhood Education, Elementary Education and Non-school Spaces) of the distance Pedagogy Course of the State University of Mato Grosso / DEAD / UNEMAT, offered by Universidade Aberta do Brasil / UAB at the Sapezal center. It was an exploratory qualitative approach. Throughout the research, the documentary analysis of the Pedagogical Political Project of the UNEMAT / UAB Pedagogy Course, of the regulation pertinent to the Curricular Internship, of the pedagogical practice carried out in the exercise of teaching and of the reflective reports constructed by the students in the process of initial formation was carried out. The research was carried out with a group of 15 students. The group was accompanied by a distance teacher and a faceto-face tutor. It has been the privilege to observe from the elaboration of the internship projects, the classroom interactions and the distance until the moment of the regency in the classroom in the three stages in the Course. With this research, we sought to contribute to the field of teacher education, specifically in relation to the Curricular Stages, to the extent that scenarios, knowledge, concepts and training methodologies are on the scene, considering the relevance of the university as a locus of articulated formation to the spaces of poles and schools. The results pointed out that the experience of the Curricular Internship needs to potentiate the exercise of critical reflection on the teaching practices and the teaching knowledge, which implies problematization and exchanges of experiences and knowledge for the collective work and for understanding the school as a singular context of teacher training. The analyzes were carried out considering the Project of the Pedagogy Course that corroborates with the thought of teacher as transforming intellectual, discussed by Giroux (1999). It is assumed that the supervised curricular stage has the fundamental function that is not only to take the theoretical knowledge to the field of practice, but to understand it, to elaborate it, thinking the reality lived by the future teacher. |
publishDate |
2019 |
dc.date.none.fl_str_mv |
2019-04-15 2019-02-15 2020-03-02T16:40:48Z 2020-03-02T16:40:48Z |
dc.type.status.fl_str_mv |
info:eu-repo/semantics/publishedVersion |
dc.type.driver.fl_str_mv |
info:eu-repo/semantics/doctoralThesis |
format |
doctoralThesis |
status_str |
publishedVersion |
dc.identifier.uri.fl_str_mv |
KUHN, Ana Paula. O estágio curricular no contexto da EaD: a relação entre teoria e prática na formação do pedagogo. 2019. [156] f. Tese (Doutorado em Educação) - Universidade Federal de Mato Grosso, Instituto de Educação, Cuiabá, 2019. http://ri.ufmt.br/handle/1/1896 |
identifier_str_mv |
KUHN, Ana Paula. O estágio curricular no contexto da EaD: a relação entre teoria e prática na formação do pedagogo. 2019. [156] f. Tese (Doutorado em Educação) - Universidade Federal de Mato Grosso, Instituto de Educação, Cuiabá, 2019. |
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http://ri.ufmt.br/handle/1/1896 |
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por |
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por |
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info:eu-repo/semantics/openAccess |
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openAccess |
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Universidade Federal de Mato Grosso Brasil Instituto de Educação (IE) UFMT CUC - Cuiabá Programa de Pós-Graduação em Educação |
publisher.none.fl_str_mv |
Universidade Federal de Mato Grosso Brasil Instituto de Educação (IE) UFMT CUC - Cuiabá Programa de Pós-Graduação em Educação |
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Repositório Institucional da UFMT - Universidade Federal de Mato Grosso (UFMT) |
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