Saberes e metodologias da educação infantil: o curso de pedagogia - UFAL em questão

• Ano de defesa: 2015
• Autor(a) principal: Ribeiro, Lucia de Mendonça
• Tipo de documento: Tese
• Tipo de acesso: Acesso aberto
• Idioma: por
• Instituição de defesa: Universidade Federal de Alagoas; Brasil; Programa de Pós-Graduação em Educação; UFAL
• Palavras-chave em Português: Curso de Pedagogia; Projeto Político Pedagógico; Formação Docente; Educação Infantil; Curso de Pedagogia – Universidade Federal de Alagoas; Projeto político pedagógico; Professor – Formação; Pedagogy Course; Pedagogical Political Project; Teacher Training; Childhood Education; CNPQ::CIENCIAS HUMANAS::EDUCACAO
• Link de acesso: http://www.repositorio.ufal.br/handle/riufal/1646

This study comes to question the knowledge and methodologies listed for the course of formation teachers for the specificities each children, their cultural and formative knowledge and the challenges for the pedagogical action on the targets set by the basic education universalization process. The locus of this study is the Faculty of Education - Education Center – Universidade Federal de Alagoas – in the reorganization of the Pedagogical Political Project - post movement DCN's BRAZIL CNE / CP 01/2006 - which expanded the curriculum components that form the professional to the area Early Childhood Education. The theoretical-methodological matrix has as a research mode Case Study and had as participants, teachers graduating students of the course (2009.1) who have experienced teaching in the space of public and private schools. For a more meaningful interpretation of the speeches of these teachers, we use as a tool, the Content Analysis for processing of data enabling the definition of general categories and subcategories that helped in the process of inference. The results achieved from the crossing of data, inferences, the field (speech) of legislation and theoretical contributions was possible to understand that emerge from this process, tensions in the relationship of the teachers with a social environment marked by movements of ruptures and continuities leaving their mark on the formations them (teachers and students), in knowledge and methodologies arranged in the training offered at university, the challenges faced by these teachers students on the precariousness of his teaching activities intertwined with the need to resignify their teaching with the children in the public school space.