Um estudo sobre o trabalho das pedagogas no Instituto Federal Farroupilha: historicidades, institucionalidades e movimentos

• Ano de defesa: 2014
• Autor(a) principal: Cezar, Taise Tadielo
• Tipo de documento: Dissertação
• Tipo de acesso: Acesso aberto
• Idioma: por
• Instituição de defesa: Universidade Federal de Santa Maria; BR; Educação; UFSM; Programa de Pós-Graduação em Educação
• Palavras-chave em Português: Historicidade; Trabalho; Pedagoga; Educação profissional; Historicity; Work; Pedagogue; Professional education; CNPQ::CIENCIAS HUMANAS::EDUCACAO
• Link de acesso: http://repositorio.ufsm.br/handle/1/7149

This dissertation is the result of research conducted in the course of Master of Education, linked to the Graduate Program in Education at the Federal University of Santa Maria and is linked to the Research Line 02 - School Practice and Public Policy Education and Kairos - Group Studies and Research on Work, Education and Public Policy. The survey was constructed based on the perspective of historical and dialectical materialism and aimed to analyze dialectically from the speeches and the process of implementation of the Federal Institute of Education, Science and Technology Farrukhabad, as is currently regarded as the historicity of the work of pedagogues, having institutional bond as Technical - Administrative Education in this institution. Fifteen women participated in the study, trained in pedagogy course at different times and institutions, who entered the Federal Institute Farrukhabad by public tender, between the years 2007 and 2013 and perform a specific job everyday school, which is not directly connected to classroom with students. The production process, analysis and interpretation of the data was conducted from literature search, document analysis, semi-structured interviews and group dialogue, the technique of content analysis (Bardin, 2011) being used for the analysis of the data produced . The study excelled for articulated theoretical dialogue with the discourses produced during the search. These revealed that the formation of these pedagogues work must be understood in relation to social and historical totality, since these women come to producing pedagogues through the work they do, the dynamics of human social life.