A PRÁTICA EDUCATIVA NO ENSINO SUPERIOR DA UFMA: concepções teóricas e implicações metodológicas no Curso de Licenciatura em Pedagogia

• Ano de defesa: 2011
• Autor(a) principal: Utta, Bergson Pereira
• Orientador(a): BONFIM, Maria Núbia Barbosa
• Banca de defesa: Melo, Maria Alice
• 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: Prática Educativa; Pedagogia; Práxis; Metodologias; Tendências Teóricas; Motivação
• Palavras-chave em Inglês: Educational Practice; Education; Praxis; Methodologies; Theoretical Trends; Motivation
• Área do conhecimento CNPq: CNPQ::CIENCIAS HUMANAS::EDUCACAO
• Link de acesso: http://tedebc.ufma.br:8080/jspui/handle/tede/271

This research aims to investigate the educational practice conducted in the Pedagogy course of UFMA. The study meant to answer the following research question: What are the implications of the methodologies used by teachers of the Pedagogy course in their educational practice at UFMA? In the literature on educational practice, it was theorized on the practice and theoretical teaching trend, as well as historicizing Graduation system of Education, observing how this practice has been developed in its interior. Thus, theoretical studies were done on praxis based on Vázquez (1990) and Freire (1987), on the educational practice under the studies of Zabala (1998) and theory and practional trends, according to the analysis of Libâneo (1985). For this investigation, it was chosen the content analysis technique, with theoretical support in Bardin (1977), in which can be verified a set of events, then process the data and analyze its contents. Profile questionnaires were applied to respondents and then interviews conducted in order to know the Educations Programme of the Course, focusing on the teaching experience. It was found that the educational practice developed by the professors in the Pedagogy course of this university has been based on a progressive line, what has been evidenced by various methods action forms, including the planning of the educational work, motivation and stimulation of students.