Detalhes bibliográficos
| Ano de defesa: |
2016 |
| Autor(a) principal: |
Freitas, Silvana Alves
 |
| Orientador(a): |
Masetto, Marcos Tarciso |
| Banca de defesa: |
Não Informado pela instituição |
| Tipo de documento: |
Tese
|
| Tipo de acesso: |
Acesso aberto |
| Idioma: |
por |
| Instituição de defesa: |
Pontifícia Universidade Católica de São Paulo
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| Programa de Pós-Graduação: |
Programa de Estudos Pós-Graduados em Educação: Currículo
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| Departamento: |
Faculdade de Educação
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| País: |
Brasil
|
| Palavras-chave em Português: |
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| Palavras-chave em Inglês: |
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| Área do conhecimento CNPq: |
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| Link de acesso: |
https://tede2.pucsp.br/handle/handle/18845
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Resumo: |
This theoretical research presents as its most important point the pedagogue’s initial training, concerning to the conception and management of the curriculum. It is said that these two points are central elements of their training. That is because curriculum – constituted by contents (knowledge) and form (way of enabling and articulating interpersonal relations) – is a trigger, organizer and enabler of all pedagogical work. The research also brings the necessity or understanding which elements must be present in the Pedagogy Course so pedagogues are prepared to build (conceive and execute) and manage the curriculum (mediate and organize the scholar community around the curriculum building). Those are inherent activities to their future curricular pedagogical work, as teachers and as managers as well. This thesis offers an alternative to pedagogues’ training, which tries to offer theoretical, practical and innovator subsidies, so the curriculum’s conception and management training get included in Pedagogy Course’s own curriculum. This way, with this training, the future pedagogues will be able to have more control over the pedagogical work they will develop as teachers and managers. That will contribute to the construction of an independent way of thinking and acting on the future professionals. With qualitative approach and theoretical construction substantiated in authors as Bernstein (1996,1998), Masetto (2004, 2012, 2014), Moreira (2008, 2013) Gimeno Sacristán (2000, 2013), Lopes e Macedo (2011), Hamilton (1992) Marx (1985) Kosik (1976) Sánchez Vázquez (1996), Feldmann (2003, 2009), Chizzotti (2008, 2012) Franco (2002, 2005, 2012), Fusari (1993, 2005, 2009, 2014), Pimenta (2006, 2014), Paro (1999, 2014, 2015), Libâneo (2001, 2010, 2013), Carbonell (2002), Canário (2006), Vale (2015), Veiga (1998, 2007) e Bahia (2000), the research deals with curriculum, work, pedagogical work, pedagogical training, teaching, educational management and educational innovation. The documental analysis is used for the gathering of data and the analysis of content is used to understand the pedagogical and curricular formation offered, under the perspective of the normative curriculum to the empirical curriculum. To do so, the implications foreseen on the legal curriculum determinations are analysed, for both pedagogue’s action and their initial training, on the aspects of curriculum’s conception and management. It also shows the disciplinary composition accomplished by Pedagogy courses in order to actualize that training, through the analysis of different Pedagogy Courses’ curriculum, based on three recent researches by Gatti and Nunes (2009), Pimenta and Fusari (2014) and Assunção (2012). The analysis revealed the absence of integration between the theoretical formation’s knowledges, and also between those theoretical knowledges and practical formation. That difficults the understanding of curriculum as a construction. On the other hand, it is revealed that curriculum has a potential to integrate the knowledges about pedagogical work within themselves and with the pedagogical work done in formal education. The proposition of curriculum as the integrational axis so pedagogues are trained for the curriculum’s conception and management is based on the afore-mentioned potential |
