O CURSO DE PEDAGOGIA DA UNIVERSIDADE ESTADUAL DE PONTA GROSSA: UMA ANÁLISE HISTÓRICA, A PARTIR DOS ASPECTOS LEGAIS E DO PAPEL DOS COORDENADORES DE CURSO

• Ano de defesa: 2014
• Autor(a) principal: Antoniacomi, Adriana Aparecida
• Orientador(a): Masson, Gisele
• Banca de defesa: Scheibe, Leda , Cordova, Maria Julieta Weber
• Tipo de documento: Dissertação
• Tipo de acesso: Acesso aberto
• Idioma: por
• Instituição de defesa: UNIVERSIDADE ESTADUAL DE PONTA GROSSA
• Programa de Pós-Graduação: Programa de Pós-Graduação em Educação
• Departamento: Educação
• País: BR
• Palavras-chave em Português: políticas de formação do pedagogo; história do curso de Pedagogia; identidade do pedagogo.
• Palavras-chave em Inglês: teacher training policies; history of the education teaching course; identity of professional educators
• Área do conhecimento CNPq: CNPQ::CIENCIAS HUMANAS::EDUCACAO
• Link de acesso: http://tede2.uepg.br/jspui/handle/prefix/1170

This main objective of this study was to analyze the history of the Education Teaching course at the State University of Ponta Grossa in the light of legal aspects and the intersection with the positioning of the course coordinators who participated in the drafting and implementation of the reformulations that have contributed to defining the identity of the professional educatorswho have been trained at that university. The specific research objectives were: a) to analyze the historical process of the formation of professional educators in Brazil, in particular at the State University of Ponta Grossa; b) to identify the different curricular reforms undertaken in the Education Teaching course at the State University of Ponta Grossa, regarding national legal requirements; and c) to analyze the understanding of the coordinators of the Education Teaching coursein relation to the process of the construction of the identity of professional educators at the State University of Ponta Grossa. The theoretical framework used included studies by Silva (2006), Cruz (2011), Durli (2007) and Saviani (2008, 2012), among others, which discuss the history of the course and the formation of the identities of the professionals who have undertaken the course. In this development, we used the historical materialist and dialectical method and research involved the analysis of official documents dealing with regulatory guidelines related to teacher training, as well as structured interviews, so that the coordinators could express their views regarding the subject of this research. The research results indicated that: a) the Education Teaching course underwent legal reformulations that were influenced by the history of education; b) since its inception, the Education Teaching course at the State University of Ponta Grossa has been was influenced by national, regional and local factors, as well as legal aspects; c) the role of the coordinators of the course was crucial in the design and implementation of the reformulations. It was concluded during the whole period of this course resulted in the adoption of changes in the curriculum proposed by legislation, which were spearheaded by the professors who became responsible for implementing those changes.