CURSO DE PEDAGOGIA UFMA/IMPERATRIZ: nuances da formação do gestor educacional

• Ano de defesa: 2007
• Autor(a) principal: Barros, Maria das Graças Bezerra
• Orientador(a): SANTOS, Sandra Regina Rodrigues dos
• Tipo de documento: Dissertação
• Tipo de acesso: Acesso aberto
• Idioma: por
• Instituição de defesa: Universidade Federal do Maranhão
• Programa de Pós-Graduação: PROGRAMA DE PÓS-GRADUAÇÃO EM EDUCAÇÃO/CCSO
• Departamento: Educação
• País: BR
• Palavras-chave em Português: Curso de Pedagogia; proposta curricular; formação do pedagogo gestor
• Palavras-chave em Inglês: Course of Pedagogy; curricular proposal; graduation of the pedagogue manager
• Área do conhecimento CNPq: CNPQ::CIENCIAS HUMANAS::EDUCACAO::PLANEJAMENTO E AVALIACAO EDUCACIONAL::AVALIACAO DE SISTEMAS, INSTITUICOES, PLANOS E PROGRAMAS EDUCACIONAIS
• Link de acesso: http://tedebc.ufma.br:8080/jspui/handle/tede/136

Research about the graduation of the Educational Manager graduated by the Course of Pedagogy in the Universidade Federal does Maranhão (UFMA), Campus of Imperatriz. One analyzes the effects of the changes on the theoretical-methodological bases of the Proposal of Curricular Reformation in 2001, parallel to the alterations occurred in the structure of the Course. The Research had as object the implementation of the Curricular Proposal and the way, in practice, the educational politics and the principles of Democratic Management had been accomplished. The theoretical reference is based upon the authors who defend the positions of the Anfope and also the Curricular Guidelines, since they guide the graduating institutions in the reformation of their Curricular Proposal, as well as they define the pedagogue s graduation and profile necessary to fulfill the requirements of the current demands. Methodologically, it was chosen the Oral History as a way to obtain information about the paths covered by the Course to articulate the graduation in accordance to the structuralized proposal in formative axles. The complexity of the Curricular Proposal represented a series of difficulties in the composition of the new curriculum and in its application, generating unreliability for the teachers and dissatisfaction for the students, for not feeling themselves contemplated by the manager graduation, taking into consideration that the emphasis was upon teaching initial grades. It was evidenced by the depositions that the investigative dimension was not yet instituted in the Course, in view of that the graduation of the local teachers in the Course of Pedagogy does not contemplate this dimension of the proposal. Before these facts, it is possible to conclude that the alterations occurred in the Course in Imperatriz do not yet answer the intention of the necessary conceptual renewal to the graduation of the Educational Manager, as made use in the text of the Proposal and the Curricular Guidelines.