Formação docente e qualidade educacional: sentidos discursivos de discentes de Pedagogia da FE/UFG
Nenhuma Miniatura disponível
Data
2018-09-17
Título da Revista
ISSN da Revista
Título de Volume
Editor
Universidade Federal de Goiás
Resumo
This work is related to the development of a dissertation linked to the research line "Training, Teaching
Professionalization and Educational Practices" of the Graduate Program in Education of the Faculty of Education of
the Federal University of Goiás, a member of the work developed by Redecentro - Rede de Researchers from the
Midwest. Methodologically, the dialectical historical materialistic method was adopted in the development of a case
study, with a qualitative approach, whose object of investigation are the discursive meanings on teacher training and
educational quality of the students. The research was developed with students of the FE / UFG Pedagogy course
(initials and finalists) who answered the following question: what are the discursive meanings about teacher education
and educational quality among FE / UFG Pedagogy students? What epistemological perspectives do they reveal? In
order to reach our objective, the theoretical problems of the contemporary university, educational policies and their
influences in the formation and definition of the quality of education were discussed theoretically. The discursive
meanings were collected through questionnaires and analyzed according to Tello's (2013) approach to highlight the
epistemological and political perspective of speeches. The results showed that there is a prevalence among them of
conceptions of teacher formation aligned with the critical perspective that, in turn, corresponds to the epistemology of
praxis, however, in relation to the educational quality was observed another movement, to which stood out the
conception of hegemonic quality that corresponds to that present in the discourses linked by the educational policies, to
which they support the neoliberal logic defended by the Multilateral Organizations. The superficiality of the
discourses, contradictions and imprecision in the expositions of the students, indicating the need for greater investment
in training, was also evidenced. In relation to the discursive meanings related to quality, the same movement was
observed. As an alternative to this reality, it is proposed that in its formation students should join the struggle for social
quality, committing themselves to the human being in their integral formation, from the individual and social
dimension. In this sense, it is understood that the discourses of the students could be added to the discussions about the
emancipating formation of teachers and social educational quality and thus to provide subsidies for future researches
and pedagogical actions, especially when considering the course of Pedagogy / FE / UFG.
Descrição
Citação
OLIVEIRA, Anne Cristina Camilo de. Formação docente e qualidade educacional: sentidos discursivos de discentes de Pedagogia da FE/UFG. 2018. 188 f. Dissertação (Mestrado em Educação) - Universidade Federal de Goiás, Goiânia, 2018.