A Profissão Docente e o Curso de Pedagogia na Universidade Federal do Tocantins
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Data
2011-07-25
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Universidade Federal de Goiás
Resumo
Taking part of the research line Formation and Professionalization of teachers and
Educational Practices, this study presents the discussion about the job of teacher in
courses of Pedagogy as one of the elements which involve the complexity of
professionalization. It is, however, a discussion that send us to the relationship of
meanings of professionals in situation of formation (subject) and the job (object),
leading us to reflect about thinking and acting, both in an individual and collective form
in order to understand the educational and forming process of teachers job in the
university. So, we presented as our general goal: understand how and under which
aspects has been developed the knowledge of teachers job in the courses of Pedagogy
of the Federal University of Tocantins (UFT). We adopted the way of building the
dialogue between knowledges, data and analyses of teachers job, under materialistic
historic and dialectic view, as a method of investigation and analysis. In order to do it,
however, we used the study of case as the form of pursuing the object of study. The
collection of data was based in a bibliographic revision, in a documental analysis and in
an application of questionnaires to professors and students of the courses of Pedagogy.
According to the analyzed data, despite the coexistence of different projects in
development in UFT, the postures of professors and students, referring to a conception
of the job did not result from the adherence to an specific Pedagogic Project of Course,
but they have been expressed in dependence of personal and individual constructions
and of the experience of professors in higher education about teachers job. So, the
relation between subject and object and the comprehension of teachers job were not
established in rigid relationships, but they are present in the ambiguity, in the
contradiction and in the constant remaking of knowledge, although they don t reach
whatever has been proposed by the Pedagogic Project of the course. The dynamics of
the educational reality is not compatible to conformism or naturalization of facts and
theories an lead us to think about the movement and of the reflection about interests and
needs of facing the educational phenomena lived in an educational institution, as
general and professional culture professors. Beyond contents identified in speeches and
practices carried out in the courses of Pedagogy, the contribution of this work is to
confirm the coexistence of ambiguities and uncertainties in teachers job, inside their
early formation.
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Citação
PASSOS, Vania Maria de Araujo. The job of teachers and the Course of Pedagoy in the Federal
University of Tocantins. 2011. 131 f. Tese (Doutorado em Ciências Humanas) - Universidade Federal de Goiás, Goiânia, 2011.