Formação de professores na universidade: o curso de Pedagogia em questão

• Ano de defesa: 2009
• Autor(a) principal: Pinto, Daniella Basso Batista
• Orientador(a): Ambrogi, Ingrid Hötte
• Banca de defesa: Mizukami, Maria da Graça Nicoletti , Andrade, Maria de Fátima Ramos de
• Tipo de documento: Dissertação
• Tipo de acesso: Acesso aberto
• Idioma: por
• Instituição de defesa: Universidade Presbiteriana Mackenzie
• Programa de Pós-Graduação: Educação, Arte e História da Cultura
• Departamento: Educação, Arte e História
• País: BR
• Palavras-chave em Português: formação de professores; diretrizes curriculares; curso de Pedagogia; prática reflexiva; aprendizagem profissional
• Palavras-chave em Inglês: formation of professors; curricular lines of direction; course of Pedagogia; practical reflexive; professional learning
• Área do conhecimento CNPq: CNPQ::CIENCIAS HUMANAS::EDUCACAO
• Link de acesso: http://dspace.mackenzie.br/handle/10899/24862

The proposal of this study if relates to the understanding of as she is being developed the professional learning of the docência in the course of Pedagogia and its practical contribution for the pedagogical one of the professor; e to ahead recognize the look of the pupils of its process of formation. For in such a way, a bibliographical research was carried through, that is, an analysis of literature, as well as of documents of the course, in what it says respect its curricular lines of direction and pedagogical proposals for the teaching formation, intrinsic to its Pedagogical Project. As research modality, it was opted to a study of folloied case of research of field, qualitative boarding and descriptive matrix, using itself as metodológico procedure interviews half-structuralized with directed questions, carried through with pupils of 8º semester of the course of Pedagogia in a private University in the city of São Paulo. However it was verified as it is conceived, by the optics of the future professors, the professional learning of the docência in the course of Pedagogia and its practical thought how much to the pedagogical one of the pupils of course end. The present study, therefore, it did not intend to conclude the inquiry, a time that this is not depleted. In this direction, it is intended to give to continuity to the research, using itself of new analyses and understanding, beyond pointing possible trajectories in relation to the formation of professors.