Experiências profissionais das pedagogas e pedagogos técnico-administrativos em educação do IFRS

Detalhes bibliográficos
Ano de defesa: 2018
Autor(a) principal: Anjos, Thaiana Machado dos
Orientador(a): Eggert, Edla
Banca de defesa: Não Informado pela instituição
Tipo de documento: Dissertação
Tipo de acesso: Acesso aberto
Idioma: por
Instituição de defesa: Pontifícia Universidade Católica do Rio Grande do Sul
Programa de Pós-Graduação: Programa de Pós-Graduação em Educação
Departamento: Escola de Humanidades
País: Brasil
Palavras-chave em Português:
Área do conhecimento CNPq:
Link de acesso: http://tede2.pucrs.br/tede2/handle/tede/8371
Resumo: The present dissertation is based on the research developed in the Postgraduate Program in Education of the Pontifical Catholic University of Rio Grande Sul (PUCRS), in the Line of Research Theories and Cultures in Education. The objective of this research was to understand the construction of the pedagogical and pedagogical professionalization, which work as administrative technicians in education, based on their work experiences at the Federal Institute of Education, Science and Technology of Rio Grande do Sul (IFRS). It is inserted within the historical materialist dialectic as posture and conception of the world and is sustained in the epistemological axis of what has been called qualitative research, considering its descriptive and interpretative character; the context in which the data were obtained; and the interaction between the research subjects, supported by a theoretical methodological support that ensures the accomplishment of the objectives. It was accomplished with the accomplishment of documentary and bibliographical studies, of the diagnostic research and of focus groups, to produce the analysis of all collected material. At the end of the research, it is concluded that the great majority of activities performed by pedagogues / TAEs are bureaucratic, although, there are actions that involve the dimensions of teaching and learning. Whether it is for the lack of a clear description of the assignments, for management reasons or even for the way the professionals assume their authorship and protagonism, it is clear that many pedagogues are being underutilized. The work of the pedagogue and the pedagogue becomes potent insofar as the institution has the understanding about what type of education it wants to offer and what citizen and citizen wants to form.