Submitted by Caroline Xavier (caroline.xavier@pucrs.br) on 2017-06-30T13:03:07Z No. of bitstreams: 1 DIS_JOSIEL_DA_ROSA_MOURA_COMPLETO.pdf: 1741752 bytes, checksum: 69036fa986d67037ef8fb2a37fe2b2e0 (MD5) / Made available in DSpace on 2017-06-30T13:03:07Z (GMT). No. of bitstreams: 1 DIS_JOSIEL_DA_ROSA_MOURA_COMPLETO.pdf: 1741752 bytes, checksum: 69036fa986d67037ef8fb2a37fe2b2e0 (MD5) Previous issue date: 2017-03-28 / This research was located in the field of teacher training, understanding that research is part of this process, especially with regard to the Course Completion Work (CBT). He sought the understanding of research practices developed in the course of Pedagogy and his contributions to the formation of pedagogues-teachers. It takes as corpus of investigation the words of the academics of the Pedagogy course of a Public Institution of Higher Education regarding the learning and the experiences obtained in the CBT. It is a qualitative approach to research using the principles of case study. Semi-structured interviews were used as instruments of data collection. The interviews were recorded with audio equipment, later transcribed. Informants after agreeing to their use, according to the Free and Informed Consent Term were not identified, preserving their identity. In order to deal with the information obtained, the methodology of Discursive Textual Analysis (ATD) was used, from which categories were constructed. Through the help of the ATD methodology the metatext was developed, which maintained a fruitful dialogue with some theorists who deal with the subject, from which the following categories emerged: Construction of CBT: articulation theory and practice, Research in teacherteacher training ; Senses attributed from the CBT research experience. The results of the research point to divergent conceptions both regarding the contributions in the research for the formation of the future teachers, as well as for the subject of the curriculum of the course, which brings the teaching of the research, and not of the research as the guiding thread of learning in Its educational principle. / Esta pesquisa situou-se no campo da forma??o de professores, entendendo que a pesquisa ? parte desse processo, principalmente no que se refere ao Trabalho de Conclus?o de Curso (TCC). Buscou a compreens?o de pr?ticas de pesquisa desenvolvidas no TCC do curso de Pedagogia e suas contribui??es para a forma??o de pedagogos-professores. Toma como corpus de investiga??o os dizeres dos acad?micos do curso de Pedagogia de uma Institui??o P?blica de Ensino Superior a respeito das aprendizagens e das experi?ncias obtidas no TCC. Trata-se de uma abordagem qualitativa da pesquisa com o uso princ?pios do estudo de caso. Como instrumentos de coleta de dados foram utilizadas entrevistas semi-estruturadas. As entrevistas foram gravadas com equipamento de ?udio, posteriormente transcritas. Os informantes ap?s concordarem com a sua utiliza??o, conforme Termo de Consentimento Livre e Esclarecido n?o foram identificados, preservando sua identidade. Para tratar as informa??es obtidas, foi utilizado a metodologia da An?lise Textual Discursiva (ATD), da qual foram constru?das categorias. Atrav?s do aux?lio da metodologia da ATD foi desenvolvido o metatexto o qual manteve um di?logo prof?cuo com alguns te?ricos que tratam sobre o tema, do qual emergiram as seguintes categorias: Constru??o do TCC: articula??o teoria e pr?tica, A pesquisa na forma??o do professor-pedagogo; Sentidos atribu?dos a partir da experi?ncia da pesquisa no TCC. Os resultados da pesquisa apontam para concep??es divergentes tanto com rela??o as contribui??es na pesquisa para a forma??o dos futuros professores, como tamb?m para a quest?o do curr?culo do curso, o qual traz o ensino da pesquisa, e n?o da pesquisa como fio condutor da aprendizagem em seu princ?pio educativo.