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Previous issue date: 2009-04 / O presente estudo tem como objeto de investigação o valor ético-político e
pedagógico do conhecimento dos professores das Séries Iniciais do Ensino
Fundamental que participaram do Projeto Veredas – Formação Superior de
Professores 2002 – 2005, identificando as possibilidades, os limites e os desafios desta
formação. A análise, realizada a partir de uma abordagem materialista dialética do tipo
descritivo histórico-estrutural, centra-se nas mensagens do fórum de discussão do
Projeto Veredas – Formação Superior de Professores da AFOR - UFJF, à luz dos
pressupostos gnosiológicos e históricos que fundamentaram esta pesquisa, identificando
as mediações, o movimento, as contradições, as resistências e, em destaque, as
ideologias e o senso comum que supôs-se estar permeando a formação de professores
neste projeto. De acordo com o contexto sóciopolítico do objeto de pesquisa, parte-se
dos pressupostos gnosiológicos da formação de professores, discutindo questões
relacionadas ao papel da educação na sociedade capitalista, as implicações da teoria do
capital humano e sua relação com a educação, as influências dos OI – Órgãos
Internacionais – na política educacional e o valor ético-político e pedagógico do
conhecimento, na perspectiva de Gramsci, buscando analisar a tarefa filosófica, política e
pedagógica da educação. Parte-se, também, dos pressupostos históricos desta
formação, procurando traçar o arcabouço da formação de professores a distância, no
âmbito internacional, nacional e no Estado de Minas Gerais. Evidencia-se que, devido à
influência direta dos OI, sobretudo do Banco Mundial, nas políticas educacionais, nos
cursos de formação inicial de professores, realizados com a utilização das TIC –
Tecnologias da Informação e Comunicação, promovidos por instituições superiores
públicas, no período de 2000 a 2005, foram difundidos conteúdos e valores ligados ao
senso comum, voltados para a aquisição do domínio de técnicas e métodos de ensino
que enfatizam o treinamento do professor para a aquisição de conhecimentos, cuja
finalidade é manter a hegemonia capitalista, agora em sua fase neoliberal. _______________________________________________________________________________ ABSTRACT / The present study aims at investigating the ethical, political and pedagogical value of the knowledge of teachers who work with the first grades of Fundamental Education and took part of Projeto Veredas (Veredas Project) Teachers Formal Higher Education 2002-2005, identifying the possibilities, limits and challenges of that education. The analysis, which was carried out from a materialist dialectical approach of a descriptive-historical-structural kind, is focused on the messages of Projeto Veredas discussion forum from AFOR UFJF (Federal University of Juiz de Fora) Teachers Formal Higher Education, in the light of the gnosiological and historical assumptions in which this research was based, recognizing the mediations, the movement, the contradictions, the resistance and, especially, the philosophy and the common sense on which teachers education is supposed to be based in this project. According to the social and political context of the object of research, the gnosiological assumptions of teachers education are the starting point for discussing issues related to the role of education in a capitalist society, the implications of the human capital theory and its relation to education, the influences of the IO International Organs on educational policy and the ethical, political and pedagogical value of knowledge from Gramscis view, trying to analyze the philosophical, political and pedagogical task of education. Besides that, the historical assumptions of teachers education are also a starting point for tracing the framework of teachers education at a distance, of international and national scope and in the state of Minas Gerais. It is put in evidence that, due to the direct influence of IO (International Organs), mainly the World Bank, on educational policies, on teachers initial education courses, carried out with the use of ICT (Information and Communication Technology) and promoted by public higher education institutions, from 2000 to 2005, contents and values linked to common sense and to the acquisition of teaching techniques and methods that emphasize teacher training to knowledge acquisition were spread in order to maintain the capitalist hegemony, now in its new liberal period. _______________________________________________________________________________ RÉSUMÉ / Cette étude a comme objet d’investigation la valeur éthique-politique et
pédagogique de la connaissance des professeurs des Séries Initiales de l’Enseignement
Fondamental, qui ont participé du Projet Veredas – Formation Supérieure de Professeurs
2002 – 2005, identifiant les possibilités, les limites et les défis de cette formation.
L’analyse réalisée à partir d’une approche matérialiste dialetique du genre descriptif
historique – structural, se fonde dans les messages du forum de discussion du Projet
Veredas – Formation Supérieure de Professeurs de l’ AFOR – UFJF, à la lumière des
préssupposés épistémologiques et historiques qui ont fondé cette recherche, identifiant
les entremises, le mouvement, les contradictions, les résistances, et en relief, les
idéologies et le sens commun qu’on a supposé être parmi la formation de professeurs
dans ce projet. D’après le contexte sociopolitique de l’objet de recherche, on part des
pressupposés épistémologiques de formation de professeurs, discutant des questions en
rapport avec le rôle de l’éducation dans la société capitaliste, les implications de la théorie
du capital humain et son rapport avec l’éducation, les influences des OI – Organes
Internationaux – dans la politique éducative et la valeur éthique-politique et pédagogique
de la connaissance, dans la perspective de Gramsci, cherchant analyser la tâche
philosophique, politique et pédagogique de l’éducation. On part aussi, des pressupposés
historiques de cette formation, cherchant tracer la charpente de la formation de
professeurs à distance dans l’enceinte internationale, nationale et dans l’État de Minas
Gerais. Il faut rendre évident que, dû l’influence directe des OI, surtout de la Banque
Mondiale, dans les politiques de l’éducation, dans les cours de formation initiale de
professeurs, rélisés avec l’utilisation des TIC – Technologies d’Information et
Communication, faits par les institutions supérieures publiques, dans la période de 2000 à
2005, ont été diffusés des contenus et valeurs liés au sens commun, dirigés à l’acquisition
de la maîtrise des techniques et méthodes d’enseignement qui appuyent l’entraînement
du professeur pour l’acquisition de connaissances, dont la finalité est maintenir
l’hégémonie capitaliste, à présent dans sa phase néolibérale.
| Identifer | oai:union.ndltd.org:IBICT/oai:repositorio.unb.br:10482/4035 |
| Date | 04 1900 |
| Creators | Vieira, Fábia Magali Santos |
| Contributors | Moraes, Raquel de Almeida |
| Source Sets | IBICT Brazilian ETDs |
| Language | Portuguese |
| Detected Language | Portuguese |
| Type | info:eu-repo/semantics/publishedVersion, info:eu-repo/semantics/doctoralThesis |
| Source | reponame:Repositório Institucional da UnB, instname:Universidade de Brasília, instacron:UNB |
| Rights | info:eu-repo/semantics/openAccess |
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