Formação de pedagogos na educação a distância no Brasil - período de 1990-2018: uma análise contra-hegemônica a partir da Pedagogia Histórico-Crítica

• Ano de defesa: 2021
• Autor(a) principal: Amorim, Evelyn Vieira
• Orientador(a): Malanchen, Julia
• Banca de defesa: Silva, João Carlos da , Derisso, José Luiz , Ferreira, Benedito Jesus Pinheiro
• Tipo de documento: Dissertação
• Tipo de acesso: Acesso aberto
• Idioma: por
• Instituição de defesa: Universidade Estadual do Oeste do Paraná; Foz do Iguaçu
• Programa de Pós-Graduação: Programa de Pós-Graduação em Ensino
• Departamento: Centro de Educação Letras e Saúde
• País: Brasil
• Palavras-chave em Português: Formação inicial de pedagogos; EaD; Pedagogia Histórico-Crítica
• Palavras-chave em Inglês: Initial formation pedagogues; Distance education; Historical-Critical Pedagogy
• Área do conhecimento CNPq: EDUCACAO::TOPICOS ESPECIFICOS DE EDUCACAO
• Link de acesso: http://tede.unioeste.br/handle/tede/5722

In this paperwork, we discussed the initial training policies in Pedagogy Courses in the distance learning modality from the reforms that started in the 1990s in the Brazilian State and that last in the 21st century. We seek to analyze the articulation between the objectives of the restructuring of education from implementation of distance education with the changes in the locus of formation of the Pedagogue, since this is the main responsible for the formation of working class children. For the analysis of the research, we had as a guiding theoretical principle, the marxist and dialectical perspective of Historical-Critical Pedagogy, which gave us foundations regarding the conception of man, education and educational work. We used as methodological tools: books, articles, theses, scientific production material, statistical data from “Censo do Ensino Superior do Instituto Nacional de Estudos e Pesquisas Educacionais Anísio Teixeira” (INEP) and documents from official websites. We analyzed the policies and objectives in the creation of the Pedagogy Class; the debate between the profile of the Pedagogue: generic and/or specialist; the creation of the National Curriculum Guidelines of the Pedagogy Course and the construction of the new Pedagogue idealized by neoliberal policies. We had present statistics carried out by researchers who, since 1990, have followed the growth of distance education in higher education, with the public university being a pioneer in the use of distance education. Since the creation of encourage policies to the teaching privatization, education is commodified and private University Education Institutions have been consolidating with the majority of enrollments in graduation courses, this information is evident from the data researched on the website INEP and presented in charts for the period from 2008 to 2018. The educational reforms since 1990 reconfigure the profile of the pedagogue, directing teaching towards the impoverishment of theoretical knowledge and starting with immediate practices, which meet the logic of the world of production and the market. Neoliberal policies have representing the dismantling of public education and the large-scale privatization of teacher education in Brazil. However, we opposed distance learning education, When we discuss the formation of the Pedagogue from the foundations of Historical-Critical Pedagogy, as we understand that a curriculum based on formal contents that value historically constituted knowledge and the development of political and critical awareness is necessary to the individual, in this way, is aware of the reality in which he is inserted.