Submitted by Natalie Mendes (nataliermendes@gmail.com) on 2015-07-24T00:01:57Z No. of bitstreams: 1 A FORMA??O DE EDUCADORES DO CAMPO NO PROA??O II.pdf: 1650812 bytes, checksum: c908ba66a7cb5796fc2f17fd7e4d0ea3 (MD5) / Made available in DSpace on 2015-07-24T00:01:57Z (GMT). No. of bitstreams: 1 A FORMA??O DE EDUCADORES DO CAMPO NO PROA??O II.pdf: 1650812 bytes, checksum: c908ba66a7cb5796fc2f17fd7e4d0ea3 (MD5) Previous issue date: 2014-03-26 / This thesis evaluates the limits and possibilities of pedagogy courses offered in teacher training in exercise program, PROA??O II. We sought to investigate the paradigm of Education in Countryside of pedagogy course offered by PROA??O II, answering the question: What theoretical and practical elements in PROA??O effectively promote a paradigm shift in the field of education? A Content Analysis, combined with historical and dialectical materialism was taken as a methodological principle. Corpus were selected as the Educational Project, the Program of Education in Countryside discipline, in addition to semi-structured interviews applied to peasant - teachers in the municipality of Ilheus, the course coordinators in UESC and municipal coordinators of Education in Countryside. The category of contradiction between chance-reality pointed to countriside education as a social phenomenon, the perception of their actual states and its possibilities. The data analysis allowed us to infer that the socio- political character of this educational approach is the materialization of a popular education and rupture of the structure of capitalist society, however, within the possibilities of implementation of its proposed action, there are constraints that shield its strength of action . Thus, the challenge posed for policymakers is to realize, in the capitalist model elements to overcome and subsequent implementation of a socialist pedagogy, either in specific courses for educators in the field or pedagogy courses responsible for in-service training teachers working in primary education the working class, the countryside and the city. / Essa disserta??o avalia os limites e possibilidades do curso de pedagogia ofertado no programa de forma??o de professores em exerc?cio, no PROA??O II. Buscou-se investigar o paradigma de educa??o do campo do curso de Pedagogia ofertado pelo PROA??O Sede II, respondendo ? quest?o: Quais elementos te?rico-pr?ticos no PROA??O efetivamente favorecem uma mudan?a paradigm?tica da educa??o do campo? A An?lise de Conte?do, combinada ao materialismo hist?rico-dial?tico foi tomada como princ?pio metodol?gico. Como corpus foram selecionados o Projeto Pedag?gico; o Programa da disciplina Educa??o do Campo; al?m de entrevistas semiestruturadas aplicadas a camponeses-professores do munic?pio de Ilh?us, a coordenadores do curso na UESC e a coordenadores municipais da Educa??o do Campo. A categoria da contradi??o entre possibilidade-realidade apontou para a educa??o do campo como fen?meno social, na percep??o de seus estados reais e de suas possibilidades. A an?lise dos dados coletados permitiu inferir que o car?ter s?cio-pol?tico desta proposta educativa ? a materializa??o de uma educa??o popular e ruptura da estrutura da sociedade capitalista, por?m, dentro das possibilidades de concretiza??o de sua proposta de a??o, h? condicionantes que subtraem sua for?a de atua??o. Destarte, o desafio posto para os gestores de pol?ticas p?blicas ? perceber, no modelo capitalista, elementos para sua supera??o e posterior implementa??o de uma pedagogia socialista, seja nos cursos espec?ficos de forma??o de educadores do campo ou em cursos de pedagogia respons?veis pela forma??o em exerc?cio de professores que atuam na educa??o b?sica da classe popular, do campo e da cidade.

Submitted by SBI Biblioteca Digital (sbi.bibliotecadigital@puc-campinas.edu.br) on 2016-05-10T17:40:50Z No. of bitstreams: 1 MARCO AURELIO ALVES.pdf: 1402233 bytes, checksum: 4332af499181242125f03e64e835f373 (MD5) / Made available in DSpace on 2016-05-10T17:40:50Z (GMT). No. of bitstreams: 1 MARCO AURELIO ALVES.pdf: 1402233 bytes, checksum: 4332af499181242125f03e64e835f373 (MD5) Previous issue date: 2016-02-17 / Coordena??o de Aperfei?oamento de Pessoal de N?vel Superior - CAPES / This research aims to understand the constitution and the principles that guide the continued formation of teachers of Elementary School ? Final years by focusing on the case of the city of Campinas in the last five years (2010-2014). Besides, we intend to identify the similarities and differences between the guiding principles of the official documents of the SME ? Campinas (City Department of Education) about the continued formation and educational practice in the city, according to the vision of Pedagogical Advisor. It is a qualitative case study. The method includes: analysis of official documents at the municipal level and semi-structured interviews with seven peoples ? five Pedagogical Advisor, one from each NAED (Educational Action Center decentralized), and two linked coordinators to equipment continuing education in the municipality. The results indicated that, in recent years, this city has opted for formation of antagonistic formative models and both have close relations with pragmatism and neo-liberal ideology. With regard to the dialogue between the SME and the schools, in view of Pedagogical Advisor, identified mismatched and contradictory speeches that is the result of teacher's working conditions, especially for lack of teaching time to execution training activities, elapsing in an obstacle in the consolidation of continued education policy for these professionals. This study contributes to reflections on continued education in public schools. At the same time, we believe that the analysis of needs identified by Pedagogical Advisor and topics addressed in the courses and formation groups offered by SME will enable reflections on the proposals contained in official documents of this city and the educational reality. / Esta pesquisa visa compreender a constitui??o e os princ?pios que norteiam a forma??o continuada de professores do Ensino Fundamental dos anos finais, dando enfoque no caso do munic?pio de Campinas nos ?ltimos cincos anos (2010-2014). Al?m disso, buscou-se identificar as aproxima??es e distanciamentos entre os princ?pios norteadores dos documentos oficiais da SME ? Campinas (Secretaria Municipal de Educa??o) acerca da forma??o continuada e a pr?tica educacional do munic?pio, segundo a vis?o de orientadores pedag?gicos. Trata-se de um estudo de caso de abordagem qualitativa. O m?todo inclui: an?lise de documentos oficiais no ?mbito municipal e entrevistas semiestruturadas com sete sujeitos ? cinco orientadores pedag?gicos, um de cada NAED (N?cleo de A??o Educativa Descentralizada), e dois coordenadores vinculados de maneira estreita aos equipamentos de forma??o continuada no munic?pio. Os resultados indicaram que, nesses ?ltimos anos, este munic?pio tem optado pela constitui??o de modelos formativos antag?nicos e que ambos possuem rela??es estreitas com o pragmatismo e a ideologia neoliberal. No que se refere aos di?logos entre a SME e as Unidades Escolares na vis?o de Orientadores Pedag?gicos, identificamos discursos desencontrados e contradit?rios resultantes das condi??es de trabalho do professor, sobretudo, no que se refere ? falta do tempo pedag?gico para a realiza??o de a??es formativas, decorrendo em um entrave na consolida??o da pol?tica de forma??o continuada para esses profissionais. Este estudo contribui para as reflex?es acerca da forma??o continuada na rede municipal. Ao mesmo tempo, acreditamos que as an?lises das demandas apontadas por orientadores pedag?gicos e das tem?ticas abordadas nos cursos e grupos formativos oferecidos pela SME possibilitar?o reflex?es acerca das propostas contidas em documentos oficiais deste munic?pio e a realidade educacional.