O CAMPO DA DIDÁTICA E A FORMAÇÃO INICIAL DE PROFESSORES POR ÁREA DO CONHECIMENTO: UM OLHAR SOBRE A LICENCIATURA EM EDUCAÇÃO DO CAMPO NO ESTADO DO PARANÁ

• Ano de defesa: 2017
• Autor(a) principal: Mallat, Juliana Domit
• Orientador(a): Gehrke, Marcos
• Tipo de documento: Dissertação
• Tipo de acesso: Acesso aberto
• Idioma: por
• Instituição de defesa: Universidade Estadual do Centro-Oeste
• Programa de Pós-Graduação: Programa de Pós-Graduação em Educação (Mestrado - Irati)
• Departamento: Unicentro::Departamento de Ciências Humanas, Letras e Artes
• País: Brasil
• Palavras-chave em Português: Formação inicial de Professores; Licenciatura em Educação do Campo; didática específica e didática por área do conhecimento; Tríade: didática geral
• Palavras-chave em Inglês: Initial Teacher Training; Degree in Country Education; Didactics
• Área do conhecimento CNPq: CIENCIAS HUMANAS::EDUCACAO
• Link de acesso: http://tede.unicentro.br:8080/jspui/handle/jspui/1180

Abstract: It analyzes the initial formation of teachers by area of knowledge in the Courses of Graduation in Country Education in the state of Paraná and considers complex the question of didactics in the area of education, especially in the last decades. It assumes the qualitative character in the research in education and methodologically, bases the research in bibliographic studies and the documentary analysis, mediated by the content analysis (BOGDAN; BIKLEN, 1994). It makes use of the content analysis from the menus and teaching plans to produce of data. Question the place of didactics in the initial formation of teachers by area of knowledge in the courses of Graduation in Country Education of the Public Universities of Paraná. It brings together the Political Pedagogical Project and the Teaching Plans of the courses and analyzes how the curricula present the didactics question. It verifies if there are elements that point to the constitution of a didactics by area of knowledge. It emphasizes that the initial formation of teachers and didactics have internally detailed implications in the training institutions, since then it produces theoretical and practical contributions for the initial formation of teachers in the scope of Country Education. It considers that a disarticulated formation prevails as far as the knowledge, that compose the totality of country didactic in the initial formation of teachers is concerned. It shows the concern of the courses with general didactics and highlights the absence of specific didactics and the valuation of specific contents under pedagogical practices. It considers that the courses move towards an approximation with the proposal of the initial formation of teachers by area of knowledge and argues of the necessity of constitution of the triad, general didactics, specific and by area of knowledge. It supports the triad bases on formative principles that allow a rethinking of the constitution of a didactics by area of knowledge: Intrinsic relationship between teacher and educator, critical posture in front of the school knowledge, collective planning, interdisciplinary and from the Reality, Vision of totality in the processes of Teaching, Transgression of the classificatory and excluding model in the evaluation and Organization of the pedagogical work and at country school. It considers that the principles formulated must materialize in the curricula and in the practice of the initial formation of the teachers in the courses of Degree in Country Education.