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Previous issue date: 2012-12-18 / This study inserts itself on the research line "Formation, Policies and Practices in Education from the PPGEdu/PUCRS and is part of the set of works and researches produced in the CEES - Center for Studies in Higher Education/PUCRS. It has as main objective to recognize the indicators of quality related to the pedagogical management of the Pedagogy Course of a Community Higher Education Institution (HEI) from Santa Maria, RS. The specific objectives consisted in: to identify which dimensions and indicators are related to the quality of pedagogical management of the Pedagogy Course; to identify concepts of quality of the pedagogical management in the Pedagogy Course; to perform intersection between pedagogical management and quality in the higher education. This study is a research with a qualitative approach, by means of a case study in a Pedagogy Course prior mentioned. The subjects target of the research were sixteen (16) teachers, including one (1) manager of Pro-rector Undergraduate (PROGRAD) and two (02) management and teachers of the Pedagogy Course. The theoretical contributions are anchored mainly on authors such as: Morosini (2001, 2003, 2004, 2005, 2006, 2008, 2009, 2010), Isaia and Bolzan (2008, 2009, 2010), Juliatto (2005), Lib?neo ( 2000, 2006), Pepper and Anastasiou (2002, 2010), Tardif (2000, 2002, 2012), Rivers (2008, 2010), Zabalza (2004), Gauthier (1998), Cunha (2002, 2004, 2006, 2010). Data analysis endorses the following thesis: the thesis that the pedagogical management of quality of the Pedagogy Course is related to formation trajectories and professional development, classroom management, organizational culture of HEI and of the course, in its relationships with national and international public policies. Among the dimensions found, it is possible to highlight: careers and professional development of the teachers solid formation, continued formation, teaching production, different knowledge and practices of the teaching and valorization of the salary; organizational culture of the institution - work regime, administrative and pedagogical meetings, organizing of activities in the course, infrastructure of the institution, community service, educational performance - teaching role; sharing knowledge and practices, participative management, innovation and ethics; classroom management in the course of pedagogy - teaching inseparability between theory and practice, diversity and valuing of the differences, interdisciplinary activities and formative assessment. Therefore, the quality of the pedagogical management of UNIFRA Pedagogy Course is anchored in institutionalized pedagogy, and at the same time, to knowledge of each teacher. In the intersection of different contexts, the pedagogical management is being formed based on from the collective to the individual, and vice versa, based on a simultaneous movement of interrelation between teaching trajectories, organizational culture of the HEI and the performance of teacher educators of the Pedagogy Course observed the national and international public policies. / Esse estudo insere-se na linha de pesquisa Forma??o, Pol?ticas e Pr?ticas em Educa??o, do PPGEdu/PUCRS e faz parte do conjunto de trabalhos e pesquisas produzidos no CEES Centro de Estudos em Educa??o Superior/PUCRS. Tem por objetivo geral reconhecer os indicadores de qualidade relacionados ? gest?o pedag?gica do Curso de Pedagogia de uma IES comunit?ria de Santa Maria, RS. Os objetivos espec?ficos consistiram em: Identificar quais dimens?es e indicadores que est?o relacionados ? qualidade da gest?o pedag?gica do Curso de Pedagogia; identificar concep??es de qualidade da gest?o pedag?gica no Curso de Pedagogia; realizar entrecruzamento entre gest?o pedag?gica e qualidade na educa??o superior. Trata-se de uma pesquisa com abordagem qualitativa, por meio de um estudo de caso do Curso de Pedagogia de uma IES comunit?ria, Os sujeitos alvo da pesquisa foram dezesseis (16) professores, entre eles uma (1) gestora da Pr?-reitoria de Gradua??o (PROGRAD), duas (02) gestoras e docentes do Curso de Pedagogia. Os aportes te?ricos ancoram-se, principalmente, em autores como: Morosini (2001; 2003; 2004; 2005; 2006; 2008; 2009; 2010), Isa?a e Bolzan (2008; 2009, 2010), Juliatto (2005), Lib?neo (2000; 2006), Pimenta e Anastasiou (2002; 2010), Tardif (2000, 2002, 2012), Rios (2008; 2010), Zabalza (2004), Gauthier (1998), Cunha (2002; 2004; 2006; 2010). A an?lise dos dados referenda a seguinte tese: a gest?o pedag?gica de qualidade do Curso de Pedagogia est? relacionada ?s trajet?rias de forma??o e desenvolvimento profissional, a gest?o da aula, a cultura organizacional da IES e do curso, em suas rela??es com as pol?ticas p?blicas nacionais e internacionais. Entre as dimens?es encontradas, destacam-se: trajet?rias docentes e desenvolvimento profissional s?lida forma??o, forma??o continuada, produ??o docente, diferentes saberes e fazeres docentes e valoriza??o profissional; cultura organizacional da IES - regime de trabalho, reuni?es administrativo-pedag?gicas, organiza??o de atividades no curso, infraestrutura da IES, atendimento ? comunidade; atua??o docente - protagonismo docente; compartilhamento de saberes e fazeres, gest?o participativa, inova??o e ?tica; gest?o da aula no Curso de Pedagogia; planejamento de ensino, indissociabilidade entre a teoria e pr?tica, diversidade e valoriza??o das diferen?as, atividades, interdisciplinaridade e avalia??o formativa. Assim sendo, a qualidade da gest?o pedag?gica do Curso de Pedagogia da UNIFRA est? ancorada em uma pedagogia institucionalizada, e, ao mesmo tempo, ao saber e fazer de cada professor. No entrecruzamento dos diferentes contextos, a gest?o pedag?gica vai sendo constitu?da do coletivo para o individual, e vice versa, a partir de um movimento simult?neo de inter-rela??o entre trajet?rias docentes, cultura organizacional da IES e da atua??o de professores formadores no Curso de Pedagogia observadas as pol?ticas p?blicas nacionais e internacionais.
| Identifer | oai:union.ndltd.org:IBICT/oai:tede2.pucrs.br:tede/3740 |
| Date | 18 December 2012 |
| Creators | Lunardi, Elisiane Machado |
| Contributors | Morosini, Mar?lia Costa |
| Publisher | Pontif?cia Universidade Cat?lica do Rio Grande do Sul, Programa de P?s-Gradua??o em Educa??o, PUCRS, BR, Faculdade de Educa? |
| Source Sets | IBICT Brazilian ETDs |
| Language | Portuguese |
| Detected Language | English |
| Type | info:eu-repo/semantics/publishedVersion, info:eu-repo/semantics/doctoralThesis |
| Format | application/pdf |
| Source | reponame:Biblioteca Digital de Teses e Dissertações da PUC_RS, instname:Pontifícia Universidade Católica do Rio Grande do Sul, instacron:PUC_RS |
| Rights | info:eu-repo/semantics/openAccess |
| Relation | -8451285793228477937, 500, 600, 7024413195758546274 |
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