Formação inicial de professores(as) pedagogos no contexto multilíngue de Foz do Iguaçu
Autor(a) principal: | |
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Data de Publicação: | 2019 |
Tipo de documento: | Dissertação |
Idioma: | por |
Título da fonte: | Biblioteca Digital de Teses e Dissertações do UNIOESTE |
Texto Completo: | http://tede.unioeste.br/handle/tede/4642 |
Resumo: | This dissertation aims to reflect on how the Pedagogy course, offered at UNIOESTE, on the Foz do Iguaçu campus, has contributed to educate educators who work in the multilingual context of Foz do Iguaçu in public educational institutions that offer teaching. elementary II and medium. The choice of this theme is due to the understanding that public schools located in the triple frontier often receive the enrollment of several Spanish-speaking foreign students whose parents look for places in elementary school I, II and high school. The methodological approach chosen for its realization was based on a qualitative documentary-bibliographical analysis, which is exploratory and interpretative research, which focuses on studies on language policies and educational policies. Among the results obtained, it is emphasized that the critical and reflexive analysis outlined on the curricular matrix and the PPP of the Pedagogy course, made evident the existence of discussions about Language Policies, the specificities of the student living and studying at the triple frontier, and the multi/plurilingualism, as well as the commitment of this university with the specificities of the praxis to be performed by professionals working in this region of intense border traffic and, therefore, the documents that guide the operation of the course differ from other regions of Paraná and from the country itself. It is noteworthy that access to quality initial training is indispensable for the future educator to appropriate the theoretical and practical knowledge necessary to properly guide the teaching and learning process of both immigrants and school-age Brazilians, rethinking difficulties that arise daily. In addition, such documents make explicit the importance of developing classroom mediations in undergraduate education, ie, lengthening all initial education of teachers and supervised training when academics go to schools, with a continuous approach. of theory and practice. Another relevant point is focusing on the theoreticalmethodological orientation of the Pedagogy course that opted for the historicaldialectical materialism that explains society in general and, including education, as a guiding element in the formation of these professionals who need to be aware of the existence of and, above all, the need for objective intervention in the interests of the working class. |
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André, Tamara Cardosohttp://lattes.cnpq.br/9519719491233229Bondezan, Andreia Nakamurahttp://lattes.cnpq.br/9661846112727279Amato, Laura Janaina Diashttp://lattes.cnpq.br/0986145314688863http://lattes.cnpq.br/2166894173508802Deus, Miriam de Oliveira Almeida de2020-01-28T16:55:50Z2019-09-11DEUS, Miriam de Oliveira Almeida de. Formação inicial de professores(as) pedagogos no contexto multilíngue de Foz do Iguaçu. 2019. 100 p. Dissertação (Mestrado em Sociedade, Cultura e Fronteiras) - Universidade Estadual do Oeste do Paraná, Foz do Iguaçu, 2019.http://tede.unioeste.br/handle/tede/4642This dissertation aims to reflect on how the Pedagogy course, offered at UNIOESTE, on the Foz do Iguaçu campus, has contributed to educate educators who work in the multilingual context of Foz do Iguaçu in public educational institutions that offer teaching. elementary II and medium. The choice of this theme is due to the understanding that public schools located in the triple frontier often receive the enrollment of several Spanish-speaking foreign students whose parents look for places in elementary school I, II and high school. The methodological approach chosen for its realization was based on a qualitative documentary-bibliographical analysis, which is exploratory and interpretative research, which focuses on studies on language policies and educational policies. Among the results obtained, it is emphasized that the critical and reflexive analysis outlined on the curricular matrix and the PPP of the Pedagogy course, made evident the existence of discussions about Language Policies, the specificities of the student living and studying at the triple frontier, and the multi/plurilingualism, as well as the commitment of this university with the specificities of the praxis to be performed by professionals working in this region of intense border traffic and, therefore, the documents that guide the operation of the course differ from other regions of Paraná and from the country itself. It is noteworthy that access to quality initial training is indispensable for the future educator to appropriate the theoretical and practical knowledge necessary to properly guide the teaching and learning process of both immigrants and school-age Brazilians, rethinking difficulties that arise daily. In addition, such documents make explicit the importance of developing classroom mediations in undergraduate education, ie, lengthening all initial education of teachers and supervised training when academics go to schools, with a continuous approach. of theory and practice. Another relevant point is focusing on the theoreticalmethodological orientation of the Pedagogy course that opted for the historicaldialectical materialism that explains society in general and, including education, as a guiding element in the formation of these professionals who need to be aware of the existence of and, above all, the need for objective intervention in the interests of the working class.A presente dissertação tem como objetivo refletir sobre de que forma o curso de Pedagogia, ofertado na UNIOESTE, no campus de Foz do Iguaçu, tem contribuído para formar pedagogos que atuam no contexto multilíngue de Foz do Iguaçu em instituições públicas de ensino que oferecem o ensino fundamental II e médio. A escolha desse tema deve-se à compreensão de que as escolas públicas situadas na tríplice fronteira recebem com frequência a matrícula de diversos alunos estrangeiros hispano falantes, cujos responsáveis buscam vagas no ensino fundamental I, II e médio. A abordagem metodológica escolhida para sua realização pautou-se em análise documental-bibliográfica, qualitativa, sendo esta pesquisa de cunho exploratório e interpretativo, que tem como enfoque estudos sobre políticas linguísticas e políticas educacionais. Dentre os resultados obtidos, enfatiza-se que a análise crítica e reflexiva delineada sobre a matriz curricular e o PPP do curso de Pedagogia, tornou evidente a existência de discussões sobre Políticas Linguísticas, as especificidades do aluno que vive e estuda na tríplice fronteira, e o multi/plurilinguismo, bem como, o comprometimento dessa universidade com as especificidades da práxis a ser desempenhada pelos profissionais que atuam nessa região de intenso trânsito fronteiriços e, que por isso, os documentos que orientam o funcionamento do curso se diferem das demais regiões paranaenses e do próprio país. Vale destacar que o acesso a uma formação inicial de qualidade é indispensável para que o futuro pedagogo se aproprie dos conhecimentos teóricos e práticos, necessários para orientar adequadamente o processo de ensino e aprendizagem, tanto dos imigrantes quanto dos brasileiros em idade escolar, repensando as dificuldades que surgem cotidianamente. Acrescenta-se, ainda, que tais documentos deixam explícita a importância do desenvolvimento de mediações em sala de aula, na graduação, ou seja, ao longo de toda formação inicial dos pedagogos e do Estágio Supervisionado, quando os acadêmicos se dirigem às escolas, havendo aproximação contínua da teoria e da prática. Outro ponto relevante está concentrando na orientação teórico-metodológica do curso de Pedagogia, que optou pelo materialismo histórico-dialético, que explica a sociedade em geral e, inclusive a educação, como elemento orientador da formação desses profissionais que precisam estar conscientes da existência da luta de classes vigente, e, sobretudo, da necessidade de uma intervenção objetiva em prol dos interesses da classe trabalhadora.Submitted by Wagner Junior (wagner.junior@unioeste.br) on 2020-01-28T16:55:50Z No. of bitstreams: 2 Miriam_de_Oliveira_Almeida_de_Deus_2019.pdf: 1022127 bytes, checksum: 1fc86dd13befdb957ba8b638ded9b7d5 (MD5) license_rdf: 0 bytes, checksum: d41d8cd98f00b204e9800998ecf8427e (MD5)Made available in DSpace on 2020-01-28T16:55:50Z (GMT). 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dc.title.por.fl_str_mv |
Formação inicial de professores(as) pedagogos no contexto multilíngue de Foz do Iguaçu |
dc.title.alternative.eng.fl_str_mv |
Initial training of teachers (as) pedagogos in the multilingual context of Foz do Iguaçu |
title |
Formação inicial de professores(as) pedagogos no contexto multilíngue de Foz do Iguaçu |
spellingShingle |
Formação inicial de professores(as) pedagogos no contexto multilíngue de Foz do Iguaçu Deus, Miriam de Oliveira Almeida de Formação de professores Tríplice fronteira Multi/plurilinguismo Imigrantes Teacher training Triple border Multi/plurilingualism Immigrants EDUCACAO::ENSINO-APRENDIZAGEM |
title_short |
Formação inicial de professores(as) pedagogos no contexto multilíngue de Foz do Iguaçu |
title_full |
Formação inicial de professores(as) pedagogos no contexto multilíngue de Foz do Iguaçu |
title_fullStr |
Formação inicial de professores(as) pedagogos no contexto multilíngue de Foz do Iguaçu |
title_full_unstemmed |
Formação inicial de professores(as) pedagogos no contexto multilíngue de Foz do Iguaçu |
title_sort |
Formação inicial de professores(as) pedagogos no contexto multilíngue de Foz do Iguaçu |
author |
Deus, Miriam de Oliveira Almeida de |
author_facet |
Deus, Miriam de Oliveira Almeida de |
author_role |
author |
dc.contributor.advisor1.fl_str_mv |
André, Tamara Cardoso |
dc.contributor.advisor1Lattes.fl_str_mv |
http://lattes.cnpq.br/9519719491233229 |
dc.contributor.referee1.fl_str_mv |
Bondezan, Andreia Nakamura |
dc.contributor.referee1Lattes.fl_str_mv |
http://lattes.cnpq.br/9661846112727279 |
dc.contributor.referee2.fl_str_mv |
Amato, Laura Janaina Dias |
dc.contributor.referee2Lattes.fl_str_mv |
http://lattes.cnpq.br/0986145314688863 |
dc.contributor.authorLattes.fl_str_mv |
http://lattes.cnpq.br/2166894173508802 |
dc.contributor.author.fl_str_mv |
Deus, Miriam de Oliveira Almeida de |
contributor_str_mv |
André, Tamara Cardoso Bondezan, Andreia Nakamura Amato, Laura Janaina Dias |
dc.subject.por.fl_str_mv |
Formação de professores Tríplice fronteira Multi/plurilinguismo Imigrantes |
topic |
Formação de professores Tríplice fronteira Multi/plurilinguismo Imigrantes Teacher training Triple border Multi/plurilingualism Immigrants EDUCACAO::ENSINO-APRENDIZAGEM |
dc.subject.eng.fl_str_mv |
Teacher training Triple border Multi/plurilingualism Immigrants |
dc.subject.cnpq.fl_str_mv |
EDUCACAO::ENSINO-APRENDIZAGEM |
description |
This dissertation aims to reflect on how the Pedagogy course, offered at UNIOESTE, on the Foz do Iguaçu campus, has contributed to educate educators who work in the multilingual context of Foz do Iguaçu in public educational institutions that offer teaching. elementary II and medium. The choice of this theme is due to the understanding that public schools located in the triple frontier often receive the enrollment of several Spanish-speaking foreign students whose parents look for places in elementary school I, II and high school. The methodological approach chosen for its realization was based on a qualitative documentary-bibliographical analysis, which is exploratory and interpretative research, which focuses on studies on language policies and educational policies. Among the results obtained, it is emphasized that the critical and reflexive analysis outlined on the curricular matrix and the PPP of the Pedagogy course, made evident the existence of discussions about Language Policies, the specificities of the student living and studying at the triple frontier, and the multi/plurilingualism, as well as the commitment of this university with the specificities of the praxis to be performed by professionals working in this region of intense border traffic and, therefore, the documents that guide the operation of the course differ from other regions of Paraná and from the country itself. It is noteworthy that access to quality initial training is indispensable for the future educator to appropriate the theoretical and practical knowledge necessary to properly guide the teaching and learning process of both immigrants and school-age Brazilians, rethinking difficulties that arise daily. In addition, such documents make explicit the importance of developing classroom mediations in undergraduate education, ie, lengthening all initial education of teachers and supervised training when academics go to schools, with a continuous approach. of theory and practice. Another relevant point is focusing on the theoreticalmethodological orientation of the Pedagogy course that opted for the historicaldialectical materialism that explains society in general and, including education, as a guiding element in the formation of these professionals who need to be aware of the existence of and, above all, the need for objective intervention in the interests of the working class. |
publishDate |
2019 |
dc.date.issued.fl_str_mv |
2019-09-11 |
dc.date.accessioned.fl_str_mv |
2020-01-28T16:55:50Z |
dc.type.status.fl_str_mv |
info:eu-repo/semantics/publishedVersion |
dc.type.driver.fl_str_mv |
info:eu-repo/semantics/masterThesis |
format |
masterThesis |
status_str |
publishedVersion |
dc.identifier.citation.fl_str_mv |
DEUS, Miriam de Oliveira Almeida de. Formação inicial de professores(as) pedagogos no contexto multilíngue de Foz do Iguaçu. 2019. 100 p. Dissertação (Mestrado em Sociedade, Cultura e Fronteiras) - Universidade Estadual do Oeste do Paraná, Foz do Iguaçu, 2019. |
dc.identifier.uri.fl_str_mv |
http://tede.unioeste.br/handle/tede/4642 |
identifier_str_mv |
DEUS, Miriam de Oliveira Almeida de. Formação inicial de professores(as) pedagogos no contexto multilíngue de Foz do Iguaçu. 2019. 100 p. Dissertação (Mestrado em Sociedade, Cultura e Fronteiras) - Universidade Estadual do Oeste do Paraná, Foz do Iguaçu, 2019. |
url |
http://tede.unioeste.br/handle/tede/4642 |
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por |
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600 600 600 |
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Brasil |
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Centro de Educação Letras e Saúde |
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Universidade Estadual do Oeste do Paraná Foz do Iguaçu |
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