Formação inicial de professores e a ideologia: um campo de disputas e manutenção da ordem

• Autor(a) principal: Ferreira, Alexandre de Oliveira
• Data de Publicação: 2018
• Tipo de documento: Dissertação
• Idioma: por
• Título da fonte: Biblioteca Digital de Teses e Dissertações da UFPB
• Texto Completo: https://repositorio.ufpb.br/jspui/handle/123456789/12964
• topic: Formação inicial; Ideologia; Lei; Professor; Initial formation; Ideology; Law; Teacher; CNPQ::CIENCIAS HUMANAS::EDUCACAO

This study aims to understand the educational policies for undergraduate degree courses and their relevance to teacher education and through the training teachers based at the Federal University of Rio Grande do Norte - UFRN, in an attempt to understand the conceptions of the law that forms and directs the educational action of the professional teacher educator. Consequently, by discussing the system of law in the conjuncture of its social production as a demand of communities, reflecting the law as a government action and / or state policy, and finally, how policies have borne conceptions that define and conceptualize teacher education . From the presented objective, the research was looking for understand the social, historical and cultural movement which the politics constituted as law. So, as we have already mentioned, we do not discuss the conflicts of the law in political society, but the relevance of the law, as well as the consequences in the positive and negative sense of repercussion, filing and enforcement of the legislated, through the theoretical referential like Saviani, Gold, Brzezinski, Momo, França, Gatti, Freitas, Freire. Therefore, the general objective of the research was constituted as a basis for elaboration of specific objectives, in order to understand the policies for teacher education, it was necessary to reflect notes on the constitution of educational policies for teacher training, based on the analysis of official documents that legislate on to teaching. Allowing us to punctuate how teacher training is being thought and how politics have raised new understandings about the role of licensed teacher. Discussing, essentially, how the policies for teacher training are conceived within a contemporary demand in the framework of studies on teacher initiation. Having in the beginning of this dissertation a discussion that situates policies through inferences, presuppositions, problems to be investigated and understood in the scope of the realization of the law and the clashes for effectiveness or promulgation brings us. The concepts that underlie our hypothesis are related to the general objective of our research already elucidated is the policies for teacher training and ideology, with the purpose of understanding the maintenance and sustainability of the political order for teacher education through the positioning that underlies and supports the teaching in the law, when it advances, recedes or disperses policies without guaranteeing clarity for its dispersion, as well as when it suggests resistance to tackling ideology critically. The concept of ideology is discussed and presented in Castoriadis, Thompson, Desouza Filho, Silva, Saviani, Freire, Chauí, Lefort, Freitas, Marx. As far as the methodology is concerned, we use the analysis of the Discourse from Foucault, Deleuze and Castro in the attempt to theoretically base the analysis of the discourse, and finally, we have as a methodological foundation Duarte and Bardin regarding the criticality of data analysis, as well as in the counterpoint to Foucault for assuming the understanding and foundation of the plot in history and not in the archaeological discovery as discussed by Bardin.