A formação e a prática do educador e sua relação com a educação das classes populares

• Ano de defesa: 1986
• Autor(a) principal: Machado, Maria Iloni Seibel
• Orientador(a): Frigotto, Gaudêncio
• Tipo de documento: Dissertação
• Tipo de acesso: Acesso aberto
• Idioma: por
• Link de acesso: http://hdl.handle.net/10438/9195

It is within capitalistic social relations that we find ourselves trying to understand the preparation and practice of the Educator. Marked by inherent contradictions, the relationships of domination, preparation and practice of the educator reflect these contradictions. The preparation that an educator receives and the practice that he develops as a worker in education, though at the same time reproducing the relationships of dominance, may contribute towards the transformation of these relations. Beginning with this presuposition, our work intends to reflect about the interference of the preparation of the educator and his daily practice together with the lower socio-economic classes. The suposition that the theoretic-methodological preparation connected with the course of professional preparation contributes toward the developmentand analysis of the educator's practice together with the lower eoonomic classes and that this in itself contributes toward the failure of students in school, was studied acoording to the infonration and experiences of two educational projects. One of these projects involves the Education Course of the University of Santa Ursula, and the other MEC/USU, which integrated the University and public elerrentary schools of the country of Rio de Janeiro. The process of analysis permits us,from one side, to conclude that there exists a coherency, united by the ideology of the system, between the type of professional preparation that is alienated and diluted of the educator and his practice together with the lower economic classes, indicating that this practice contributes toward the reproduction of the 'Status Quo'. From another perspective, the presence of indictors of a critical posture was found, which indicates the existance of contradictions within the interior of the Education Course and the elerrentary schools, demonstrating the possibil by that the professional praparation and practice of the educator contribute toward the educational, social, political economical, and cultural transformation within the contradictions of the historical process, to the degree that these indicators were worked and reinforced.