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Previous issue date: 2010-05-24 / This study focuses on the initial formation of the pedagogue in college, especially the
formation that takes place in the Pedagogy Course. It is bound by the following
question: what senses are attributed by the Pedagogy Trainees regarding the relation
between the Education Science knowledge and the Pedagogic Practice knowledge
developed in the Pedagogy Course of UESB, in order to build up teaching knowledge
and practice? Therefore it aims to reflect on the relations between the Education
Science framework and the Pedagogic Practice under the supervised classes that
belong to the Pedagogy Course. It presents the implications and contextualizations
concerning the pedagogue formation as a historic and cultural process, emphasizing
the current moment of this formation. It is based on the idea that the senses trainees,
future pedagogues, attribute to their own formation process reflect on the learning of
theorical and practical knowledge that validates the process of teachers formation,
especially the pedagogue formation. Accordingly, it believes that the senses attributed
by the students of teachers initial formation courses regarding the Education Science
knowledge and Pedagogic Practice knowledge are essential as organizers in the
construction of teaching knowledge and practice while the supervised classes take
place. The theorical and methodological option is based on the studies of Qualitative
Epistemology by Gonzalez Rey. Empiric studies took place at the Pedagogy Course
of Universidade Estadual do Sudoeste da Bahia (UESB), located in the city of Vit?ria
da Conquista/Bahia. The students who took part in this research were six graduating
ones, enrolled in the last two semesters of the referred course, stage when the
supervised classes happen. The procedures used in the organization of collected
information consist of analysis of documents such as the mentioned course curricular
project and the students reports, besides interactive and provocative talks to the
students. The results show the senses students attribute to Educational Science
theorical basis to practice to Pedagogic Practice opportunity of feeling as if they
were teachers and to the relation between Education Science and Pedagogic Practice
opportunity of experiencing the relation between theory and practice. Besides, the
theorizations students have about the relation between theory and practice in teachers
formation are also presented. Consequently, it is emphasized that the supervised
classes are the moments in which the trainees might understand the relations between
thought and pedagogic practice, building the senses attributed to the relation between
the Education Science knowledge and the ones of Pedagogic Practice as organizers in
the teaching knowledge and practice. In this context, the trainees build some
knowledge regarding what it means to be a teacher, which is not written or published,
due to its subjective dimension, but circumscribed in their pedagogic practice while
the supervised classes take place and when professional teaching practice becomes
effective / Este estudo constitui uma oportunidade para refletir sobre as rela??es entre o arcabou?o te?rico pr?prio das Ci?ncias da Educa??o e sua rela??o com a pr?tica pedag?gica no ?mbito dos est?gios curriculares supervisionados do curso de Pedagogia. O foco dessa reflex?o ? a forma??o inicial do pedagogo em n?vel superior, mais especificamente, a forma??o que ocorre no curso de Pedagogia, norteada pela seguinte quest?o central: que sentidos os estudantes estagi?rios atribuem ? rela??o entre os conhecimentos das Ci?ncias da Educa??o e os conhecimentos da pr?tica pedag?gica no curso de Pedagogia da UESB, para constru??o do saber/fazer docente? Apresenta as implica??es e contextualiza??es na forma??o do pedagogo como processo hist?rico e cultural, com ?nfase no momento atual dessa forma??o. Nesse sentido, objetiva investigar os sentidos atribu?dos por estudantes estagi?rios ? rela??o entre as Ci?ncias da Educa??o e a pr?tica pedag?gica. Parte do entendimento de que os sentidos que os estudantes, futuros pedagogos, atribuem a seus processos formativos t?m repercuss?es na aprendizagem dos conhecimentos te?rico-pr?ticos do ser professor e, em especial, do ser pedagogo. Assim, defende-se que os sentidos que os estudantes dos cursos de forma??o inicial de professores atribuem ? rela??o entre os conhecimentos das Ci?ncias da Educa??o e os conhecimentos da pr?tica pedag?gica s?o fundamentais enquanto organizadores na constru??o do saber/fazer docente no momento da realiza??o dos est?gios curriculares supervisionados. A op??o te?rico-metodol?gica realizada est? fundada nos estudos da Epistemologia Qualitativa de Gonzalez Rey. A constru??o da empiria teve como l?cus o curso de Pedagogia da Universidade Estadual do Sudoeste da Bahia (UESB), localizada na cidade de Vit?ria da Conquista/Bahia. Os estudantes participantes da pesquisa s?o seis graduandas do referido curso, matriculadas nos dois ?ltimos semestres letivos, fase de realiza??o dos est?gios curriculares supervisionados. Os procedimentos adotados na constru??o das informa??es foram an?lises de documentos como o projeto curricular do curso e os relat?rios de est?gio das estudantes e a realiza??o de conversas interativo-provocativas. Os resultados evidenciam os sentidos que os estudantes atribuem ?s Ci?ncias da Educa??o fundamenta??o te?rica para a pr?tica , ? pr?tica pedag?gica oportunidade de sentir-se professor e ? rela??o entre as Ci?ncias da Educa??o e a pr?tica pedag?gica oportunidade de vivenciar a rela??o entre teoria e pr?tica. Al?m disso, s?o apresentadas as teoriza??es que os estudantes fazem sobre a rela??o entre teoria e pr?tica na forma??o de professores. Assim, ressalta-se que os est?gios curriculares supervisionados s?o para o estudante estagi?rio o campo em que ele pode compreender as rela??es que se estabelecem entre o pensar e o fazer pedag?gico, tecendo e produzindo os sentidos que atribui ? rela??o entre os conhecimentos das Ci?ncias da Educa??o e da pr?tica pedag?gica como elementos organizadores na constru??o do saber/fazer docente. Nesse contexto, o estudante estagi?rio produz, portanto, um conhecimento acerca do que ? ser professor, o qual n?o est? escrito ou publicado, dada a sua dimens?o subjetiva, mas est? circunscrito em sua pr?tica pedag?gica na situa??o da realiza??o dos est?gios curriculares supervisionados e na situa??o da pr?tica docente profissional, quando se tornar professor efetivo
| Identifer | oai:union.ndltd.org:IBICT/oai:repositorio.ufrn.br:123456789/14340 |
| Date | 24 May 2010 |
| Creators | Nunes, Claudio Pinto |
| Contributors | CPF:20050755404, http://buscatextual.cnpq.br/buscatextual/visualizacv.do?id=K4785976J0, Campelo, Maria Estela Costa Holanda, CPF:83844929487, http://buscatextual.cnpq.br/buscatextual/visualizacv.do?id=K4794939J7, Alves, Jefferson Fernandes, CPF:40692345434, http://buscatextual.cnpq.br/buscatextual/visualizacv.do?id=K4796352H6, Tacca, Maria Carmen Villela Rosa, CPF:74271385891, http://lattes.cnpq.br/5871457781087655, Leite, Maria Iza Pinto de Amorim, CPF:07426305520, http://lattes.cnpq.br/2299914576629205, Ribeiro, M?rcia Maria Gurgel |
| Publisher | Universidade Federal do Rio Grande do Norte, Programa de P?s-Gradua??o em Educa??o, UFRN, BR, Educa??o |
| 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:Repositório Institucional da UFRN, instname:Universidade Federal do Rio Grande do Norte, instacron:UFRN |
| Rights | info:eu-repo/semantics/openAccess |
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