Histórias de formação: entre memoriais acadêmicos e memórias de graduandos do curso de Pedagogia/CE/UFPB (2006- 2016)

• Ano de defesa: 2021
• Autor(a) principal: Ivo, Felipe Cavalcanti
• Tipo de documento: Dissertação
• Tipo de acesso: Acesso aberto
• Idioma: por
• Instituição de defesa: Universidade Federal da Paraíba; Brasil; Educação; Programa de Pós-Graduação em Educação; UFPB
• Palavras-chave em Português: Formação docente; Curso de Pedagogia; História do tempo presente; Representações; Memórias; Teachers degree; Pedagogy course; History of present time; Representations; Memories; CNPQ::CIENCIAS HUMANAS::EDUCACAO
• Link de acesso: https://repositorio.ufpb.br/jspui/handle/123456789/23003

Degree narratives have the potential to insert students in a place of reflection about themselves and also, other persons and the world. Thus, this project has developed a qualitative study, that aimed to analyze the histories of teachers degree in Pedagogy course/CE/UFPB from 2006 to 2016, that corresponds to the regulation period of 64/2006 Resolution to the author degree, that is, the first decade of this curriculum for teachers degree. To carry out this historiographical research, the following historical sources were used: academic memorials and memories of teachers in training, including authors one, interpreted from four conceptual categories: the conception of History of Present Time; Representations; Memory and Teachers Degree. It is considered that men, since their origin, have always had the necessity to tell their present using stories, in different times and spaces, not far from educators, who have an important social place in the subjects degree and in knowledge production and handling, especially those situated at the beginning of the third millennium, when, as Ferreira (2018) indicates, it is the apex and consolidation of the writing of contemporary historiography. In this sense, to this research elaboration, there was a dialogue with some authors as: Ferreira (2018), Le Goff (1994), Chartier (1990, 1991), Demo (2002, 2011) and Nóvoa (2013, 2014). Going in methodological itineraries, in addition to bibliographical research, some academic memorials and interviews were selected for this investigation, the last one using the procedures of Thematic Oral History directed to teacher degree. So, in the investigation carried out by the analysis and crossing of these written and oral sources, various narrations of events, facts and students experiences about their degree experience were obtained, collecting fragments and traces of plots and Brazilian education histories in the historical nature of the immediate time.