Pressupostos freireanos na formação inicial de pedagogas e pedagogos: um olhar para três instituições do Rio Grande do Sul
Autor(a) principal: | |
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Data de Publicação: | 2021 |
Tipo de documento: | Dissertação |
Idioma: | por |
Título da fonte: | Manancial - Repositório Digital da UFSM |
dARK ID: | ark:/26339/0013000001jtx |
Texto Completo: | http://repositorio.ufsm.br/handle/1/22682 |
Resumo: | This research is justified by the lack of studies based on the Freirean perspective, in the context of the early years, in the area of Science Education and by the need for a liberating education at all levels of education. Thus, it is important to investigate how the Freirean assumptions have been approached and worked on by Pedagogy courses in three public institutions in the state of Rio Grande do Sul. In order to identify and characterize how Freirean assumptions have been addressed and worked through Pedagogy courses, in person and public, from three institutions in Rio Grande do Sul, the research initially investigated Brazilian dissertations and theses. In this search, twenty researches were found, which show that the Freirean framework has been more related to the Freirean categories, as dialogue and criticality. In addition, none of the studies had the purpose of analyzing the Freirean presence in Pedagogy courses, which demonstrates the originality of this study. Then, the public institutions of Rio Grande do Sul were mapped, which presented Pedagogy courses in person, identifying in twenty-three courses, distributed in eleven institutions. This stage sought to investigate and discuss the presence of Freire's works in the curriculum of these courses. The main works used are: Pedagogia da Autonomia and Pedagogia do Oprimido. Subsequently, institutions were selected that had a greater number of curricular components, with indications of Freirean works, reaching the following: Universidade Estadual do Rio Grande do Sul - Campus São Luiz Gonzaga, Instituto Federal do Rio Grande do Sul - Campus Bento Gonçalves and the Universidade Federal de Santa Maria. Thus, the Pedagogical Projects of the selected Pedagogy courses were analyzed, from three a priori categories: unfinished, dialogicity and social transformation. Continuing the research, interviews were conducted with eleven male and female educators from the three institutions. Data analysis was based on the Discursive Textual Analysis methodology, with two categories emerging: knowledge and practices that guide the use of the Freirean framework and limitations in the use of Freirean assumptions. In general, some knowledge addressed by the courses, inspired by the Freirean framework, was identified, such as lovingness, criticism, awareness, autonomy, freedom, hope, praxis, dialogue and problematization. In addition, various activities are used, such as dialogic circles, investigation / recognition of reality, use of themes, simulations and seminars. The Freirean assumptions have been approached from several works, realizing, again, that the most used are A Pedagogia da Autonomia e A Pedagogia do Oprimido. The main limitations identified in its approach, are linked to the distancing of school knowledge from that of students, the existence of a linear curriculum that makes it difficult to adopt themes, the political positioning of some teachers, the production and dissemination of Fake News to the public. around Paulo Freire, the ignorance of the author's writings and the lack of understanding of the depth, complexity and rigor that they demand. From the discussions created, it was realized that the knowledge worked on, based on the Freirean framework, seeks a new teaching action, more consistent with the perspective of liberating education. However, there is a lack of processes to obtain more systematic generating themes, so that they have legitimacy and contribute to the understanding of the reality experienced by students. |
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Pressupostos freireanos na formação inicial de pedagogas e pedagogos: um olhar para três instituições do Rio Grande do SulFreirean assumptions in the initial formation of pedagogues and pedagogers: a look at three institutions in Rio Grande do SulPaulo FreirePedagogiaEnsino fundamental – anos iniciaisFormação inicial de professoresPedagogyElementary school - early yearsInitial teacher formationCNPQ::OUTROS::CIENCIASThis research is justified by the lack of studies based on the Freirean perspective, in the context of the early years, in the area of Science Education and by the need for a liberating education at all levels of education. Thus, it is important to investigate how the Freirean assumptions have been approached and worked on by Pedagogy courses in three public institutions in the state of Rio Grande do Sul. In order to identify and characterize how Freirean assumptions have been addressed and worked through Pedagogy courses, in person and public, from three institutions in Rio Grande do Sul, the research initially investigated Brazilian dissertations and theses. In this search, twenty researches were found, which show that the Freirean framework has been more related to the Freirean categories, as dialogue and criticality. In addition, none of the studies had the purpose of analyzing the Freirean presence in Pedagogy courses, which demonstrates the originality of this study. Then, the public institutions of Rio Grande do Sul were mapped, which presented Pedagogy courses in person, identifying in twenty-three courses, distributed in eleven institutions. This stage sought to investigate and discuss the presence of Freire's works in the curriculum of these courses. The main works used are: Pedagogia da Autonomia and Pedagogia do Oprimido. Subsequently, institutions were selected that had a greater number of curricular components, with indications of Freirean works, reaching the following: Universidade Estadual do Rio Grande do Sul - Campus São Luiz Gonzaga, Instituto Federal do Rio Grande do Sul - Campus Bento Gonçalves and the Universidade Federal de Santa Maria. Thus, the Pedagogical Projects of the selected Pedagogy courses were analyzed, from three a priori categories: unfinished, dialogicity and social transformation. Continuing the research, interviews were conducted with eleven male and female educators from the three institutions. Data analysis was based on the Discursive Textual Analysis methodology, with two categories emerging: knowledge and practices that guide the use of the Freirean framework and limitations in the use of Freirean assumptions. In general, some knowledge addressed by the courses, inspired by the Freirean framework, was identified, such as lovingness, criticism, awareness, autonomy, freedom, hope, praxis, dialogue and problematization. In addition, various activities are used, such as dialogic circles, investigation / recognition of reality, use of themes, simulations and seminars. The Freirean assumptions have been approached from several works, realizing, again, that the most used are A Pedagogia da Autonomia e A Pedagogia do Oprimido. The main limitations identified in its approach, are linked to the distancing of school knowledge from that of students, the existence of a linear curriculum that makes it difficult to adopt themes, the political positioning of some teachers, the production and dissemination of Fake News to the public. around Paulo Freire, the ignorance of the author's writings and the lack of understanding of the depth, complexity and rigor that they demand. From the discussions created, it was realized that the knowledge worked on, based on the Freirean framework, seeks a new teaching action, more consistent with the perspective of liberating education. However, there is a lack of processes to obtain more systematic generating themes, so that they have legitimacy and contribute to the understanding of the reality experienced by students.Coordenação de Aperfeiçoamento de Pessoal de Nível Superior - CAPESEsta pesquisa justifica-se pela carência de estudos balizados na perspectiva freireana, no contexto dos anos iniciais, pela área de Educação em Ciências e pela necessidade de uma educação libertadora, em todos os níveis de ensino. Assim, é importante investigar como os pressupostos freireanos vêm sendo abordados e trabalhados pelos cursos de Pedagogia, de três instituições públicas, do estado do Rio Grande do Sul. Por isso, com o objetivo de identificar e caracterizar a presença dos pressupostos freireanos nos cursos de Pedagogia, presenciais e públicos, de três instituições do Rio Grande do Sul, a pesquisa investigou, inicialmente, dissertações e teses brasileiras. Nesta busca, chegou-se a vinte pesquisas, as quais nenhuma delas tinha como preposição analisar a presença freireana na Pedagogia, demonstrando o ineditismo deste estudo. Na sequência, mapearam-se as instituições públicas do Rio Grande do Sul que apresentavam cursos de Pedagogia presenciais. Essa etapa buscou investigar a presença das obras freireanas nos currículos destes cursos. As principais obras utilizadas são: A Pedagogia da Autonomia e A Pedagogia do Oprimido. Posteriormente, selecionaram-se as instituições que apresentavam um número maior de componentes curriculares, com indicações de obras freireanas, chegando-se às seguintes: Universidade Estadual do Rio Grande do Sul – Campus São Luiz Gonzaga, Instituto Federal do Rio Grande do Sul - Campus Bento Gonçalves e a Universidade Federal de Santa Maria. Assim, foram analisados os Projetos Pedagógicos dos cursos de Pedagogia selecionados, a partir de três categorias a priori: inacabamento, dialogicidade e transformação social. Na continuidade, foram realizadas entrevistas com professores (as) das três instituições. A análise dos dados ocorreu com base na metodologia da Análise Textual Discursiva, emergindo duas categorias: conhecimentos e práticas que balizam a utilização do referencial freireano e limitações no uso dos pressupostos freireanos. De maneira geral, identificaram-se alguns conhecimentos abordados pelos cursos, inspirados no referencial freireano, como amorosidade, criticidade, conscientização, autonomia, esperança, diálogo e problematização. Além disso, são utilizadas diversas atividades, como os círculos dialógicos, o reconhecimento da realidade, uso de temas e simulações. Os pressupostos freireanos vêm sendo abordados a partir de diversas obras, constatando-se, novamente, que as mais utilizadas são A Pedagogia da Autonomia e A Pedagogia do Oprimido. Já as principais limitações identificadas na sua abordagem, estão atreladas ao distanciamento dos conhecimentos escolares aos da realidade dos estudantes, a existência de um currículo linear que dificulta a adoção de temas, o posicionamento político de alguns professores, a produção e disseminação de Fake News ao entorno de Paulo Freire, o desconhecimento dos escritos do autor e a incompreensão da profundidade, complexidade e rigorosidade que exigem. A partir das discussões tecidas, percebeu-se que os conhecimentos trabalhados, a partir do referencial freireano, buscam um novo agir docente, mais coerente com a perspectiva de educação libertadora. Contudo, sinaliza-se a carência de processos de obtenção de temas geradores mais sistematizados, para que os mesmos tenham legitimidade e contribuam na apreensão da realidade vivida pelos estudantes.Universidade Federal de Santa MariaBrasilEducação em CiênciasUFSMPrograma de Pós-Graduação em Educação em Ciências: Química da Vida e SaúdeCentro de Ciências Naturais e ExatasMuenchen, Cristianehttp://lattes.cnpq.br/0008067199219325Bastos, Ana Paula SolinoLindemann, Renata HernandezBastos, Giséli DuartePereira, Diuliana Nadalon2021-11-03T15:21:41Z2021-11-03T15:21:41Z2021-03-31info:eu-repo/semantics/publishedVersioninfo:eu-repo/semantics/masterThesisapplication/pdfhttp://repositorio.ufsm.br/handle/1/22682ark:/26339/0013000001jtxporAttribution-NonCommercial-NoDerivatives 4.0 Internationalhttp://creativecommons.org/licenses/by-nc-nd/4.0/info:eu-repo/semantics/openAccessreponame:Manancial - Repositório Digital da UFSMinstname:Universidade Federal de Santa Maria (UFSM)instacron:UFSM2022-06-29T15:12:02Zoai:repositorio.ufsm.br:1/22682Biblioteca Digital de Teses e Dissertaçõeshttps://repositorio.ufsm.br/ONGhttps://repositorio.ufsm.br/oai/requestatendimento.sib@ufsm.br||tedebc@gmail.comopendoar:2022-06-29T15:12:02Manancial - Repositório Digital da UFSM - Universidade Federal de Santa Maria (UFSM)false |
dc.title.none.fl_str_mv |
Pressupostos freireanos na formação inicial de pedagogas e pedagogos: um olhar para três instituições do Rio Grande do Sul Freirean assumptions in the initial formation of pedagogues and pedagogers: a look at three institutions in Rio Grande do Sul |
title |
Pressupostos freireanos na formação inicial de pedagogas e pedagogos: um olhar para três instituições do Rio Grande do Sul |
spellingShingle |
Pressupostos freireanos na formação inicial de pedagogas e pedagogos: um olhar para três instituições do Rio Grande do Sul Pereira, Diuliana Nadalon Paulo Freire Pedagogia Ensino fundamental – anos iniciais Formação inicial de professores Pedagogy Elementary school - early years Initial teacher formation CNPQ::OUTROS::CIENCIAS |
title_short |
Pressupostos freireanos na formação inicial de pedagogas e pedagogos: um olhar para três instituições do Rio Grande do Sul |
title_full |
Pressupostos freireanos na formação inicial de pedagogas e pedagogos: um olhar para três instituições do Rio Grande do Sul |
title_fullStr |
Pressupostos freireanos na formação inicial de pedagogas e pedagogos: um olhar para três instituições do Rio Grande do Sul |
title_full_unstemmed |
Pressupostos freireanos na formação inicial de pedagogas e pedagogos: um olhar para três instituições do Rio Grande do Sul |
title_sort |
Pressupostos freireanos na formação inicial de pedagogas e pedagogos: um olhar para três instituições do Rio Grande do Sul |
author |
Pereira, Diuliana Nadalon |
author_facet |
Pereira, Diuliana Nadalon |
author_role |
author |
dc.contributor.none.fl_str_mv |
Muenchen, Cristiane http://lattes.cnpq.br/0008067199219325 Bastos, Ana Paula Solino Lindemann, Renata Hernandez Bastos, Giséli Duarte |
dc.contributor.author.fl_str_mv |
Pereira, Diuliana Nadalon |
dc.subject.por.fl_str_mv |
Paulo Freire Pedagogia Ensino fundamental – anos iniciais Formação inicial de professores Pedagogy Elementary school - early years Initial teacher formation CNPQ::OUTROS::CIENCIAS |
topic |
Paulo Freire Pedagogia Ensino fundamental – anos iniciais Formação inicial de professores Pedagogy Elementary school - early years Initial teacher formation CNPQ::OUTROS::CIENCIAS |
description |
This research is justified by the lack of studies based on the Freirean perspective, in the context of the early years, in the area of Science Education and by the need for a liberating education at all levels of education. Thus, it is important to investigate how the Freirean assumptions have been approached and worked on by Pedagogy courses in three public institutions in the state of Rio Grande do Sul. In order to identify and characterize how Freirean assumptions have been addressed and worked through Pedagogy courses, in person and public, from three institutions in Rio Grande do Sul, the research initially investigated Brazilian dissertations and theses. In this search, twenty researches were found, which show that the Freirean framework has been more related to the Freirean categories, as dialogue and criticality. In addition, none of the studies had the purpose of analyzing the Freirean presence in Pedagogy courses, which demonstrates the originality of this study. Then, the public institutions of Rio Grande do Sul were mapped, which presented Pedagogy courses in person, identifying in twenty-three courses, distributed in eleven institutions. This stage sought to investigate and discuss the presence of Freire's works in the curriculum of these courses. The main works used are: Pedagogia da Autonomia and Pedagogia do Oprimido. Subsequently, institutions were selected that had a greater number of curricular components, with indications of Freirean works, reaching the following: Universidade Estadual do Rio Grande do Sul - Campus São Luiz Gonzaga, Instituto Federal do Rio Grande do Sul - Campus Bento Gonçalves and the Universidade Federal de Santa Maria. Thus, the Pedagogical Projects of the selected Pedagogy courses were analyzed, from three a priori categories: unfinished, dialogicity and social transformation. Continuing the research, interviews were conducted with eleven male and female educators from the three institutions. Data analysis was based on the Discursive Textual Analysis methodology, with two categories emerging: knowledge and practices that guide the use of the Freirean framework and limitations in the use of Freirean assumptions. In general, some knowledge addressed by the courses, inspired by the Freirean framework, was identified, such as lovingness, criticism, awareness, autonomy, freedom, hope, praxis, dialogue and problematization. In addition, various activities are used, such as dialogic circles, investigation / recognition of reality, use of themes, simulations and seminars. The Freirean assumptions have been approached from several works, realizing, again, that the most used are A Pedagogia da Autonomia e A Pedagogia do Oprimido. The main limitations identified in its approach, are linked to the distancing of school knowledge from that of students, the existence of a linear curriculum that makes it difficult to adopt themes, the political positioning of some teachers, the production and dissemination of Fake News to the public. around Paulo Freire, the ignorance of the author's writings and the lack of understanding of the depth, complexity and rigor that they demand. From the discussions created, it was realized that the knowledge worked on, based on the Freirean framework, seeks a new teaching action, more consistent with the perspective of liberating education. However, there is a lack of processes to obtain more systematic generating themes, so that they have legitimacy and contribute to the understanding of the reality experienced by students. |
publishDate |
2021 |
dc.date.none.fl_str_mv |
2021-11-03T15:21:41Z 2021-11-03T15:21:41Z 2021-03-31 |
dc.type.status.fl_str_mv |
info:eu-repo/semantics/publishedVersion |
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info:eu-repo/semantics/masterThesis |
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masterThesis |
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publishedVersion |
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http://repositorio.ufsm.br/handle/1/22682 |
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ark:/26339/0013000001jtx |
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http://repositorio.ufsm.br/handle/1/22682 |
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ark:/26339/0013000001jtx |
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por |
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Attribution-NonCommercial-NoDerivatives 4.0 International http://creativecommons.org/licenses/by-nc-nd/4.0/ info:eu-repo/semantics/openAccess |
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Attribution-NonCommercial-NoDerivatives 4.0 International http://creativecommons.org/licenses/by-nc-nd/4.0/ |
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openAccess |
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application/pdf |
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Universidade Federal de Santa Maria Brasil Educação em Ciências UFSM Programa de Pós-Graduação em Educação em Ciências: Química da Vida e Saúde Centro de Ciências Naturais e Exatas |
publisher.none.fl_str_mv |
Universidade Federal de Santa Maria Brasil Educação em Ciências UFSM Programa de Pós-Graduação em Educação em Ciências: Química da Vida e Saúde Centro de Ciências Naturais e Exatas |
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reponame:Manancial - Repositório Digital da UFSM instname:Universidade Federal de Santa Maria (UFSM) instacron:UFSM |
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Universidade Federal de Santa Maria (UFSM) |
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UFSM |
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UFSM |
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Manancial - Repositório Digital da UFSM |
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Manancial - Repositório Digital da UFSM |
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Manancial - Repositório Digital da UFSM - Universidade Federal de Santa Maria (UFSM) |
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atendimento.sib@ufsm.br||tedebc@gmail.com |
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