Os saberes pedagógicos de professores do Curso de Pedagogia da Universidade Regional do Cariri /URCA – um estudo sobre a racionalidade pedagógica nas narrativas docentes

Detalhes bibliográficos
Ano de defesa: 2018
Autor(a) principal: Magalhães, Maria de Lourdes Tavares
Orientador(a): Não Informado pela instituição
Banca de defesa: Não Informado pela instituição
Tipo de documento: Dissertação
Tipo de acesso: Acesso aberto
Idioma: por
Instituição de defesa: Não Informado pela instituição
Programa de Pós-Graduação: Não Informado pela instituição
Departamento: Não Informado pela instituição
País: Não Informado pela instituição
Palavras-chave em Português:
Link de acesso: http://www.repositorio.ufc.br/handle/riufc/36418
Resumo: This research is about the constitution of the pedagogical knowledge of teachers of the Pedagogy Course of the Universidade Regional do Cariri - URCA. Its main theoretical contribution is the studies of Pimenta (2009, 2011, 2012), Tardif (2014), Veiga (2004, 2010, 2012, 2014), as well as the study on pedagogical rationality developed by Therrien (2006; 2011; 2012). It seeks to problematize the current discourse that the mastery of the contents of teaching would be sufficient for the exercise of teaching in Higher Education. It was chosen as the general objective: to analyze the constitution of the pedagogical knowledge of teachers of the Pedagogy Course of the Universidade Regional do Cariri - URCA, according to the teaching narratives. As specific objectives we have: 1) to investigate the conception of pedagogical knowledge expressed in the narratives of teachers of the Pedagogy Course of the Universidade Regional do Cariri - URCA; 2) to describe how the initial shaping of knowledge can contribute to the production of pedagogical knowledge which subsidizes the exercise of teaching in Higher Education, even though this one has the purpose to enable the teacher to exercise the teaching in Basic Education and 3) to characterize the relationship between teaching in Higher Education and the production of pedagogical knowledge. The present study is based on qualitative research and has as instruments of data collection the questionnaire, for characterization of the subjects, and the narrative interview, according to the propositions indicated by Jovchelovitch and Bauer (2012). The data from the interviews were evaluated according to the Content Analysis technique developed by Bardin (2011). The research findings were grouped according to the objectives. As final considerations, it is indicated that: the formation of the pedagogical knowledge of the teachers interviewed occurs through the experiences they met during the teaching period; the conception of pedagogical knowledge of the teachers is related to the teaching ability, which characterizes a specific knowledge of teaching; the initial shaping of knowledge is a space of understanding of the teaching process, contributing to the production of the pedagogical knowledge that subsidizes the practice of the teachers interviewed, and finally, it is indicated that the relation between teaching in Higher Education and the production of pedagogical knowledge occurs through study and research on teaching and learning.