Implantação e Trajetória Histórica do Curso de Pedagogia da Universidade Federal de Mato Grosso do Sul, Campus Campo Grande (1980-1996)

• Ano de defesa: 2021
• Autor(a) principal: Severino, Jorismary Lescano
• Orientador(a): Rodriguez, Margarita Victoria
• Tipo de documento: Tese
• Tipo de acesso: Acesso aberto
• Idioma: por
• Instituição de defesa: Universidade Federal de Mato Grosso do Sul
• País: Brasil
• Palavras-chave em Português: Formação de Professores; História da Educação; Políticas Educacionais; Instituições de Ensino Superior
• Link de acesso: https://repositorio.ufms.br/handle/123456789/4067

The current thesis is the result of a research about the Pedagogy course at the Federal University of Mato Grosso do Sul (UFMS), campus of Campo Grande, MS – Brazil. The goal is to analyze the creation and consolidation of the course in the period from 1980 to 1996. The investigation is linked to the Research Line – History, Politics, and Education, of the Postgraduate Program in Education, from Educational School, at the Federal University of Mato Grosso do Sul. The time frame was chosen based on the events, such as: the division of the state; the reformulations in the initial teacher education policies that occurred in the Pedagogy area at a national level; the subsequent re-democratization of the country; and the changes that occurred in Brazilian public higher education. An analysis of the political, economic and social aspects of the historical moment selected for research at the national level and in the state of Mato Grosso do Sul and the capital Campo Grande was carried out. An overview of higher education institutions present in the south of Mato Grosso is presented with information about the organization of higher education institutions in the state, featuring public and private universities. It also shows the Pedagogy course on the campus of the Federal University of Mato Grosso do Sul at the selected historical moment. Finally, we analyze the pedagogy course at the Federal University of Mato Grosso do Sul, campus of Campo Grande, MS, particularly in its implementation in the 1980s and the course's historical trajectory until 1996. The methodological procedures used include bibliographic and documentary research on laws, decrees, resolutions and opinions. Also, institutional sources from the 80’s and 90’s were consulted and systematized, such as: resolutions, opinions, statutes, meeting minutes and annual report. The research focused mainly on recording the history and trajectory of the course and its contribution to the teaching staff qualification in state public basic education. It was noted that the Pedagogy course was implanted in a historical moment characterized by the technicist pedagogical model, which privileged education of specialists, however, the UFMS’s Organizing Committee decided differently, it proposed that the Campo Grande’s Pedagogy course was to be oriented to teachers education, with qualification to work in pre-school and in the elementary school starting at 1st grade, expanding the pedagogue's role, which previously focused in education professionals to work outside of the classroom in the areas related to counseling and school management.