Diretrizes curriculares do curso de pedagogia - 2006 - contribuições para a formação acadêmica e a prática docente

AUTOR(ES)
DATA DE PUBLICAÇÃO

2010

RESUMO

The 2006 Curriculum Directives for the course of Education ratified in, 05/15/2006 deliberate on a teacher formation and conceptualize teaching as central axle. This gives teaching such a wider characterization. Defining the educationalists formation to act in childrens education, in the first years of Ensino Fundamental (Elementary School), in the educational subjects in regular Ensino Médio (High School), in the dimension of production and dissemination of technological and scientific knowledge on the educational field and, still, on the dimension of school management, delimits the educationalists formation as a super professional. The objective of this research was identifying in the 2006 Curriculum Directives for the course of education possible contribution for organizing a curriculum that approximates theoretical and practical formation. The investigation was given by a qualitative approach, developed after a study directed to an analysis of the schools political pedagogical project, document and individuals testimonies. This study was linked to politics to Basic and Superior education politics research line. Three different courses of Education in the city of Cascavel/PR were investigated, one public and two private. The heard individuals were the coordinators of the courses and some professors of the institutions. The collection of data happened from October 2008 to May 2009. For this study it was resorted to some researchers: Aguiar (2006), Brzezinski (1998), Campos (2007), Franco (2006), Freitas (1999), Libâneo (2006), Marques (2000), Pimenta (1996), Pinto (2006), Saviani (2008), Scheibe (2007) e Tardif (2002). The directives brought much advancement since they aimed to overcoming fragmentation between theoretical and practical formation, proposing to the course of Education a curriculum that combines the academic and practical formation of the teacher. The three investigated courses were adapted in the year 2006, but two of them were organized to act according to the Curriculum directives, whereas the other distanced from the proposed. According to the testimonies, it was evident that the directives caused considerable reflexes on the teacher formation and brought about an expressive progress to the course and to their curriculum when signal an approach between theory/practice, think/do and plan/apply. In spite of the changes, the courses continue having difficulties to break the distance between theoretical and practical knowledge. It is necessary that the courses organize their curriculum matrixes in order to understanding on theory related to practice and its multiple social, political, economic and cultural relations. The future teacher will only have a good performance if this person dominates theory and knows how to use it in the complexity of teaching practice. That is, should be an understanding on how, what and whom to teach? Thinking and acting must be interconnected. It is urgent and necessary rethinking reference to university teaching, for this to assume effectively its function on teacher formation. A formation that is able to approach academic formation with practice is going to provide reflection and criticism from society

ASSUNTO(S)

currículo formação docente diretrizes curriculares curso de pedagogia course of education curriculum directives teacher formation educacao curriculum

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