O perfil profissional do pedagogo a partir dos documentos da ANFOPE : contribuições para o campo da Pedagogia

• Ano de defesa: 2016
• Autor(a) principal: Zuchini, Ana Tereza Felix da Silva
• Tipo de documento: Dissertação
• Tipo de acesso: Acesso aberto
• Idioma: por
• Instituição de defesa: Universidade Federal de Mato Grosso; Brasil; Instituto de Educação (IE); UFMT CUC - Cuiabá; Programa de Pós-Graduação em Educação
• Palavras-chave em Português: Pedagogia; Perfil profissional; ANFOPE; CNPQ::CIENCIAS HUMANAS::EDUCACAO; Pedagogy; Professional profile
• Link de acesso: http://ri.ufmt.br/handle/1/1980

This research aims to highlight the work of the National Association for Training of Education Professionals - ANFOPE the definition of professional profiles for the Faculty of Education, seeking to clarify what the position of this entity in relation to this professional profile. This study integrates the line of research School Organization, Training and Pedagogical Practices of the Federal University of Mato Grosso and seeks to understand, from the analysis of documents produced by ANFOPE, which the contributions of the Association for the profile outlined for the teacher. We believe in the relevance of this object of study, because we understand that ANFOPE the performance analysis much can contribute to a better understanding of current teacher education policies. The methodological option addressed in this research is qualitative, with realization of documentary study, considering this to be the most suitable for research purposes (Cellard, 2008). As theoretical and methodological basis, we adopted the concept of "policy cycle", understanding it in its various contexts (influence, text production and context of educational practice). This approach has provided us with another way to understand the movement of a policy, providing tools for a critical analysis of the trajectory of educational policies and programs. For reasons we turned the ball (cited Mainardes, 2006), Ball (1994), Ball and Mainardes (2011), and Mainardes Gandin (2013), Beraldo and Oliveira (2010), Lopes and Macedo (2011), among others. In order to understand how to constitute the curriculum policies to the field of pedagogy and teacher training, we base the study authors, such as: Scheibe and Aguiar (1999), Dias (2009) Freitas (1999) and others who have supported this research. The main source of information were the data extracted through various documents produced by ANFOPE, especially Collection and the final reports produced in the National Meetings. When performing the analysis of the data, it was possible to understand that define the teacher profile is somewhat complex, given the different views that span the course of training of this professional, considering that the course is permeated by contradictions, ideological clashes and external interference of international organizations that influenced the Brazilian public policies and different actors who advocate the formation of the pedagogue. This situation has made it difficult, in a way, the construction of a pedagogue profile that meets the contemporary educational demands. Although there is a commitment ANFOPE and other institutions involved in the construction of pedagogy course, this study allowed the understanding that only through a strong, critical, reflective and comprehensive professional education can effectively contribute in education and social.