Os lugares e os sentidos da educação do campo noscurrículos dos cursos de Pedagogia da UFPB/Campus I

• Ano de defesa: 2016
• Autor(a) principal: Oliveira, Maria Roberta de Alencar
• Tipo de documento: Dissertação
• Tipo de acesso: Acesso aberto
• Idioma: por
• Instituição de defesa: Universidade Federal da Paraíba; Brasil; Educação; Programa de Pós-Graduação em Educação; UFPB
• Palavras-chave em Português: Educação do Campo; Currículo; Paulo Freire; Formação de Pedagogos; Formação de Pedagogas; Professores; Professoras; Field Education; curriculum; training of Pedagogues; teachers; CIENCIAS HUMANAS::EDUCACAO
• Link de acesso: https://repositorio.ufpb.br/jspui/handle/tede/9869

This survey deals masters of places and senses of education of the field in the initial training of teachers in the courses on the Pedagogy of the Universidade Federal da Paraíba-UFPB and is linked to the line of Pesquisa of Educational Policies in the Graduate Program of Education Center, UFPB - (PPGE/UFPB. We take as epistemological floor of this research the Pedagogy Paulo Freire and its incidence in the educational field, which signals the possibility of building a pedagogy of freestion. For us, the possibility of building a pedagogy of Liberation brings enmeshed in itself the need to ask questions of the model of society in which the educational policies and practices are seated. Carries in itself the urgency to consider how and in which places enunciative lie the curricula of the training of (the) Pedagogues (the) /teachers (as) and, consequentely, which posts and the senses that the Field Education occupies in these curriculum? Thinking in that way, we can say that the formation of Pedagogues (the) / teachers (the) acquires a fundamental importance in the processes of materialization of policies for the education of peoples of the field (Rocha, 2010), and at the same time, may not be the margin of a project of education that is melted in a prospect of constructing a pedagogy of liberation. As lens of interpretation of reality, we adopted the perspective of praxis freireana, seeking to substantiate the construction process of humanisation described by Freire (1978; 1987; 1992; 1993; 2010). The approach of the research is qualitative and we work with documentary analysis. For dealing with and analysing the data, we used the Content Analysis (Bardin, 2004; trench, 2003), through the thematic analysis technique. The analyzed data pointed to two perspectives of formation of a pedagogue (a) / professor (a) in undergraduate in focus. The intersection between these perspectives of training for teachers (the) /teachers (the) to act in the field is found mainly in the moment in which one of its purposes is to ensure a schooling which works on respect for singularities of peoples excluded. Then, we believe that the dialog between the same prospects and the popular movements and social field means the possibility to take, in the field of formation of pedagogues (the) / teachers (the), a positioning the coping of absences and invisibility imposed historically by neutralising/oppression of peoples excluded, among them the peoples of the field. By relying on Giroux (1999), we can infer that this dialog, unlike be spontaneous, is the possibility of tensions and conflicts that build new possibilities for the formation of a pedagogue (a) /teacher (a) on campus I from UFPB. This is a dialog that will not be productive, danger say, if you walk in the direction of recreating, in its synthesis, a new proposal for training which works in heterogeneity. It should also say that we are considering that this dialog is based on the understanding of a Field Education as the territory of the production of knowledge that can be established beyond the sling, colonial and modern hegemonic through dialog inside-outside the University.