O Curso de Pedagogia da URCA, sua estrutura curricular e a influência na prática pedagógica dos alunos que exercem a profissão docente

• Ano de defesa: 2012
• Autor(a) principal: Mota, Maria É Braga
• Tipo de documento: Dissertação
• Tipo de acesso: Acesso aberto
• Idioma: por
• Instituição de defesa: http://www.teses.ufc.br
• Palavras-chave em Português: Curriculo; Formação do Professor; Curso de Pedagogia; Currículo; Práticas Pedagógicas; Teacher Training; Faculty of Education; Curriculum; Teaching Practices; Professores - Formação - Crato(CE); Estudantes Universitários - Crato(CE) - Atitudes; Professores e Alunos - Crato(CE); Prática de Ensino; Educação - Estudo e ensino(Superior) - Crato(CE); Universidade Regional do Cariri - Currículos
• Link de acesso: http://www.repositorio.ufc.br/handle/riufc/6128

The study is part of the theoretical effort to contribute to the understanding of the field of teacher education. Prioritize goals and analyze the formation in pedagogy courses, their curriculum and pedagogical influences on the students, who already hold a teaching function, during that course, see how is the teacher-student relationship, the organization of work in the classroom, identify the learning and assessment procedures resulting from the initial training. As a working hypothesis that the teacher is influenced by scientific knowledge, leading to profound changes in the making and thinking in their teaching, as in the way of organizing teaching. Considering also that the teaching knowledge, the experience is incorporated in a concrete reality, coupled with the knowledge developed forwarded to it during its formation. The analysis allowed us to compare theory and practice, because this is a qualitative research, with voluntary participation of the actors interviewed. It is pointed out in conclusion, that training in the pedagogy of student teachers is considered by them as important to rethink their practice, influencing and playing from the apprehension and understanding of theories and concepts for teachers to training. Thus we understand that it is for teachers training courses a great responsibility for building a curriculum that goes beyond a curriculum organized by disciplines separate and watertight, but rather an interdisciplinary and integrated into a social practice conscious and critical educational