Formação da professora primária na escola pública: reprodução ou transformação social

• Ano de defesa: 1990
• Autor(a) principal: Silveira, Maria Yolanda Perdigão
• Tipo de documento: Dissertação
• Tipo de acesso: Acesso aberto
• Idioma: por
• Palavras-chave em Português: Curso Normal; Professora primária - Escola Pública; Pedagogia Liberal; Fundamentos do liberalismo
• Link de acesso: http://www.repositorio.ufc.br/handle/riufc/38035

The present work is an attempt to study the formation of elementary school teachers, taking into account an additional contribution to a better understanding about the formation of a teacher who qualifies in a public school. To reach our goal, we developed a study of the role of the discipline (the Historical and Philosophical FundamentaIs of Education) in the teacher's formation and he view of the student about to obtain his teachership in concern with the relationships between education and society, and his awareness of the political and pedagogical role of schools in our society. The adopted form of investigation was "The Study of Cases". The research was done with 52 concluding students of the "Curso de Habilitação para Magistério" of the "Instituto de Educação do Ceará" in 1988. This sample represents 22% of the researched universe (229 concluding students). Two questionnaires and an interview were used as instruments of data collect. The first questionnaire had as its objective to characterize the social and economical profile of the concluding students and their evaluation concerned the discipline the Historical and Philosophical FundamentaIs of Education. With the second questionnaire and the interview we tried to capt the concluding students perception about the social and political function of Education. As referencial to the analysis of the categories that establish a dialectical education were used. The obtained results reveal that the discipline the Historical and Philosophical FundamentaIs of Education deals with man and Education concepts in an idealistic and non-historical view not associated to the concrete situations. The researched group is not homogeneous in its view of the political and pedagogical role of school education in a class society: the majority sees Education as an adapting social funcion and ratifies the liberal thought postulates concerned Education; the minority has an incipient criticaI view of the possibilities of Education in the social change and reveals "good sense" when considering the concrete situation of the public school students; the majority revealed an interest in working with the public school clientage to contribute to a better learning, but it is shown as a priority, the teacher's affective reception and not the adoption of certain adequate technical and pedagogical measures; the concluding students proved to have a fragmentaI conscience when they did not articulate the educational problems with the wider social processes and also when they did not identify the structural relationships that maintain the "status quo".