A formação integrada para educação infantil e anos iniciais do ensino fundamental no curso de pedagogia: desafios e perspectivas
| Ano de defesa: | 2020 |
|---|---|
| Autor(a) principal: |
Klochinski, Juliane Cristina
 |
| Orientador(a): |
Portelinha, Ângela Maria Silveira
|
| Banca de defesa: |
Portelinha, Ângela Maria Silveira
,
Conceição, Caroline Machado Cortelini
,
Umbelino, Janaina Damasco
,
Durli, Zenilde
|
| Tipo de documento: | Dissertação |
| Tipo de acesso: | Acesso aberto |
| Idioma: | por |
| Instituição de defesa: |
Universidade Estadual do Oeste do Paraná
Francisco Beltrão |
| Programa de Pós-Graduação: |
Programa de Pós-Graduação em Educação
|
| Departamento: |
Centro de Ciências Humanas
|
| País: |
Brasil
|
| Palavras-chave em Português: | |
| Palavras-chave em Inglês: | |
| Área do conhecimento CNPq: | |
| Link de acesso: | http://tede.unioeste.br/handle/tede/5536 |
Resumo: | The present thesis binds up to the Graduate Program in Education – master degree – of the Western Parana State University (UNIOESTE) – Campus Francisco Beltrao, Brazil, in its research line “Culture, Educational Processes, and Teacher Training.” Its topic relates to the field of teacher training based on studies of the research group Higher Education, Training and Teacher Work (GESFORT). Its object of investigation is the integrated initial education of Early Childhood Education (ECE) and Early Years of Elementary School (EYEC) teachers. It problematizes its subject matter as follows: What are the contradictions showed in the integrated education of teachers of ECE and EYEC along the Pedagogy course of UNIOESTE – Campus Francisco Beltrao? Ten years after the promulgation of the National Curriculum Guidelines for Pedagogy courses, one sees that, amongst many issues relating to education and identity of Pedagogy students, the training of teachers for ECE and EYEC became natural in the same course. The present study is justified by the lack of studies that stresses this integrated education, considering the training and educational process in undergraduate courses. It seeks to unravel contradictions that exist in the fact of offering in a single course theoretical and methodological grounds for creating teachers capable of acting in school stages so close and so distant at the same time. This research is based on a critical-dialectical approach, with a bibliographic research and document and data analysis extracted from questionnaires aimed at students at the final terms of their Pedagogy courses. A total of 52 out of 64 students enrolled in the course’s last years (morning and evening) responded to the questionnaire. When focusing this study on the Pedagogy Course of UNIOESTE – Campus Francisco Beltrao, it was considered its political pedagogical project of 2008, internship reports, teaching plans, and regulations. The study points to the historical and social context of how Pedagogy courses were constituted in Brazil, bringing about some redefinitions related to its object and its students’ professional identity, to contribute to understanding the current situation after the implementation of national guidelines. Based on the study conducted, one sees that such definitions are bound to a political project of society based on the logic of capitalist production. It also highlights the knowledge necessary to the teaching professionality, stressing that the teaching work in these basic education stages comprises children of 0 to 5 years old in YCE, and of 6 to 10 years in EYEC. Based on the compilation of data and the analysis of the questionnaires, this research shows there are three major empirical categories, as follows: “childhood development”, “content”, and “theory and practice,” which tell the subjects think of the need of a training process and differentiated curriculum elements, and unravel gaps related to what is specific for the training of the professional aimed to every one of these school formation stages. As a conclusion, it clarifies the contradiction existing in an integrated education directed to a conception of fragmented children and school organization. |