Submitted by Biblioteca Digital de Teses e Disserta????es (sdi@ucb.br) on 2017-11-08T16:26:33Z No. of bitstreams: 1 JoseRobertodeSouzaSantosDissertacaoParcial2012.pdf: 311748 bytes, checksum: 88af049f4303e1a9674fac704fdf2f1f (MD5) / Approved for entry into archive by Biblioteca Digital de Teses e Disserta????es (sdi@ucb.br) on 2017-11-08T16:26:49Z (GMT) No. of bitstreams: 1 JoseRobertodeSouzaSantosDissertacaoParcial2012.pdf: 311748 bytes, checksum: 88af049f4303e1a9674fac704fdf2f1f (MD5) / Made available in DSpace on 2017-11-08T16:26:49Z (GMT). No. of bitstreams: 1 JoseRobertodeSouzaSantosDissertacaoParcial2012.pdf: 311748 bytes, checksum: 88af049f4303e1a9674fac704fdf2f1f (MD5) Previous issue date: 2012-09-10 / This research aims to investigate how the teacher???s knowledges influences the curriculum of Pedagogy. It is situated in a framework that analyzes the curriculum within the design modern/colonial and the possibilities of ecology of knowledges on teacher education. It is a qualitative nature research and presents a case study of a private higher Education Institution in the Federal District. The data were collected through documentary research on institutional documents and semi-structured interviews with teachers of the pedagogy course. The study concludes that the knowledges built into teaching in Basic Education are present to some degree in the curriculum of the pedagogy course studied. Moreover, this knowledges interacts with the academic knowledges, although they do not seem to get to a planned course, the result of a collegial decision. Overall, it was found that even in the face of a curriculum with colonial characteristics strongly, in practice there are some teachers signaling the valuation of knowledges pluri-versal and ecology of knowledges, characteristics a central post-colonial curriculum. / Esta pesquisa tem como objetivo investigar como os saberes docentes influenciam o curr??culo do curso de Pedagogia. Situa-se em um quadro de refer??ncia que analisa o curr??culo dentro do projeto moderno/colonial e as possibilidades de uma ecologia de saberes na forma????o de professores. A pesquisa ?? de natureza qualitativa e apresenta estudo de caso de uma Institui????o de Ensino Superior privada no Distrito Federal. Os dados foram coletados atrav??s de pesquisa documental em documentos institucionais e entrevista semiestruturada com professores do curso de Pedagogia. O estudo permitiu concluir que os saberes constru??dos na doc??ncia na Educa????o B??sica est??o presentes em alguma medida no curr??culo do curso de Pedagogia estudado. Al??m disso, estes saberes dialogam com os saberes acad??micos, embora eles n??o pare??am chegar ao curso de forma planejada, fruto de uma decis??o colegiada. De forma geral, constatou-se que, mesmo diante de um curr??culo com caracter??sticas fortemente coloniais, h?? na pr??tica dos docentes alguns sinalizadores da valoriza????o de um saber pluri-versal e de uma ecologia de saberes, caracter??sticas centrais num curr??culo p??s-colonial.