Análise das potencialidades das práticas formativas em um curso de pedagogia na modalidade de educação à distância

• Ano de defesa: 2015
• Autor(a) principal: Machado, Dinamara Pereira
• Orientador(a): Masetto, Marcos Tarciso
• Tipo de documento: Tese
• Tipo de acesso: Acesso aberto
• Idioma: por
• Instituição de defesa: Pontifícia Universidade Católica de São Paulo
• Programa de Pós-Graduação: Programa de Estudos Pós-Graduados em Educação: Currículo
• Departamento: Educação
• País: BR
• Palavras-chave em Português: Educação a distância; Práticas formativas; Egressos do curso de Pedagogia
• Palavras-chave em Inglês: Distance learning; Training practices; Curriculum; Pedagogy course graduates
• Área do conhecimento CNPq: CNPQ::CIENCIAS HUMANAS::EDUCACAO::CURRICULO
• Link de acesso: https://tede2.pucsp.br/handle/handle/9850

This research presents an investigation and analysis on the potentialities of the formation of the pedagogical practices of a pedagogy course in distance education modality, with the use of satellite-transmitted lesson, weekly meeting and books distribution. The objective was to investigate the potentiality of a Pedagogy course, distance education modality, for the formation of pedagogical practices starting from the analysis of the performance of the egressed in the Initial Years of Basic School. The study is justified due to the high number of undergraduate students who conclude the course in this modality, besides showing the voices of the egressed of Pedagogy course, distance education modality. In the theoretical framework, formative practical patterns used in teaching institutions are approached, the political pedagogical project, the lessons, the materials, the curriculum, the face-to-face lessons in the supporting venue and the supervised apprenticeship of the course that is the object of this investigation are configured. The methodology of the research is constituted of exploratory qualitative with procedures of documental analysis, interviews with the four subjects of the research, theoretical revision and analysis from categories, established in the theoretical revisions, being: Formative Practices and Curriculum. The results enable to discuss the reach of the formative practices adopted by the teaching institution that was researched. There was evidence of positive potentialities in the development of the egressed pedagogical practices from the learning process in a distance-learning course, but it is noticed that there is necessity of face-to-face moments in order to discuss the theories of the video lessons and books. It may be conjectured that the supervised apprenticeship consists of an area that deserves to be restructured, as there is no moment of interaction between students and teachers of the institution, which causes a gap in the egressed formation, who do not find space to discuss the reality of the school of the initial years of basic teaching