O pedagogo e o Projeto Rondon: relações, interações e contradições na formação inicial

• Autor(a) principal: Castro, Maria Eduarda Santos Moreira de [UNESP]
• Data de Publicação: 2017
• Tipo de documento: Trabalho de conclusão de curso
• Idioma: por
• Título da fonte: Repositório Institucional da UNESP
• Texto Completo: http://hdl.handle.net/11449/156531; http://www.athena.biblioteca.unesp.br/exlibris/bd/capelo/2018-04-26/000899041.pdf
• topic: Projeto Rondon; Educação; Estudantes universitarios; Education

The Rondon's Project represented, in this work, the need of understand on what extent the same provides content and practice that interact or counties with the initial formation in pedagogy. The the theoretical arguments and practices remember to the commitment with the formation of the universitstudentes to the knowledge about the brazilian reality and exercise of citizenship. That way, become a shocking practice, directly in pedagogical training. The relation to this course and the rondon's project are analyzed by means of national curricular guidelines of course of pedagogy, as such, the the readings that follow the Initial Formation of the Pedagogue and Pedagogy as a Social Practice, as well as a study on the aegis of the Rondon Project in Brazilian history. Has haz as general objective to clarify to what extent Project contributes with content and practices in the training of future educators. This is a qualitative study, focusing on Multiple Case studies, with the application of an open questionnaire, to four pedagogues that participated in the Operations of the Rondon Project, with analysis of results based on the triangulation of data between the Rondon Project, Guidelines and Reports of the interviewee. The research concludes that there is a relevance of a set of contents and practices provided by the Rondon Project, that interact, being also possible, being opposed in the formation of the pedagogue