Sentidos discursivos das concepções de formação e profissionalização docente: graduandos(as) do curso de Pedagogia da FE/UFG
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2018-09-10
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Universidade Federal de Goiás
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This dissertation is linked to the research line “Teachers’ Formation, Professionalization, and
Educational Work” from PPGE/FE/UFG, and it is also part of Redecentro – Network of
Researchers about teachers from the Middle Eastern region of Brazil. Guided by the dialectical
historical materialism method, discussing the theme: the discursive meanings formation and
professionalization of the beginners and graduating students’ from the undergraduate program
Pedagogia, from FE/UFG, year of 2017; the methodology used was a questionnaire, with both
open and closed types of questions. In the research, the goal is to answer the following questions -
what are the discursive meanings about the conceptions of the formation and professionalization of
the beginner and graduating teacher-students from the undergraduate program Pedagogia, from
FE/UFG? Which kinds of discursive meanings do the students reveal? The main goal was to
identify, to analyze, and to comprehend the discursive meanings about the beginners and
graduating teacher-students formation and professionalization among the undergraduate students
from the program Pedagogia, from FE/UFG, year 2017; and how the specific goals were to analyze
and comprehend the constitution of the public university, the historic process of the teachers’
formation and professionalization, in special the teacher graduated from the program Pedagogia, as
well as how to describe, analyze the discursive meanings and to comprehend the socioeconomic profiles of the of the teacher-students surveyed and the other data collected with the answers to the
questionnaire questions. It was considered the influence of the educational politics, throughout a
bibliographic survey and a documental research. It is discussed, through the chapters, the
repercussions of the most recent educational reforms about the public universities and the teachersstudents’
education, formation and professionalization, from undergraduate students from the
program Pedagogia, from FE/UFG. The social political historicity from the country is resumed
with the intent of highlighting how the changes occurred reshaped the formation of the teachers
and, therefore, the Brazilian educational system through its reconceptualization as merchandise,
removing, this way, the formation as well as the education of their character of social rights, in
which the main requirement would be the performance of conscious and emancipated teachers.
Entailing into the achievement of a lightened and hegemonic formation, focused on fulfilling the
interests of Multilateral Organisms, overvaluing the practice, efficiency, competency, and efficacy.
Stating, like this, the alienation of the individuals in the process that modifies the social functions
of the teachers. This reality is also reinforced in the teachers’ professionalization processes, with
the finality that they follow the neoliberal ideological discourse that excludes their identity and
group conscience. Through the data analysis, it is understood the need of the implementation of
discussions, during the undergraduate program Pedagogia from FE/UFG, about the contradictions
and ideological disputes found in the public university, also the conception of the formation and,
specially, a teachers’ professionalization against hegemonic ideals, which would bring up not
alienated, critics, questioners and autonomous individuals. Through this work with subjective
meanings it was possible to also identify the existence of gaps in the discourses of the researched
students, in terms discussed, such as teaching, social function of the schools, educational work,
research and curriculum, therefore it was noticed the need of rethinking about those themes during
the undergraduate program.
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JESUS, Beatriz Gontijo de. Sentidos discursivos das concepções de formação e profissionalização docente: graduandos(as) do curso de Pedagogia da FE/UFG. 2018. 167 f. Dissertação (Mestrado em Educação) - Universidade Federal de Goiás, Goiânia, 2018.