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Licenciatura em Educação do Campo : ressignificando a relação entre a pós-graduação e a graduação na práxis da docência
| Content Provider | Semantic Scholar |
|---|---|
| Author | Teixeira, Sérgio Luiz |
| Copyright Year | 2018 |
| Abstract | The present work aims at understanding and analyzing the strategies developed by the Licentiate in Field Education (LEdoC) of the University of Brasília in the formative process of educators, in collaboration with postgraduate students of the Postgraduate Program in Education (PPGE) Research Line Environmental Education and Field Education. The methodology of the research, of qualitative-quantitative approach, was based on the Historical Materialism Dialectic, having as bases the categories "totality", "contradiction" and "mediation". For the generation of data, the researcher used the participant research, using the following instruments: participant observation, logbook, talk wheels, checking the enrollment list, analysis of the LEdoC's Political Educational Project (PPP) and the plans curricular components. The following data generation techniques were used: a) checking the number of students in the classes in force in the course; c) monitoring and recording of planning meetings and the activities carried out by postgraduates during the course of the teacher's insertion in the LEdoC; d) interviews with undergraduates and masters who participated in the formative moments; e) holding of conversational wheels with the doctoral students who participated in the insertion. There were six formative meetings (four teaching internships, one Community Time seminar and one seminar on the ten years of the LEdoC), which took place in the biennium 2016-2017. The conclusion of the research shows that the LEdoC course counts on the significant presence of two types of students, the Kalungas and the women. Of the constitutive principles of the Political Pedagogical Project of the course, the Pedagogy of Alternation, organicity, collective work and interdisciplinarity are more present. The short time of the insertion for the theoretical-practical deepening of the proposed curricular concepts and the difficulty of the students to produce academic texts as instruments of evaluation of the teachinglearning process are the main limits of the formative experience. The formative strategies of the insertions of the graduate students in the LEdoC classes, with emphasis in the collective work, contributed with the formative process of the educators. Graduates have demonstrated that they have grasped theoretical concepts and that they are incorporating them into their teaching practice at the country school. The graduate students understood the importance of the LEdoC formative principles for the formative process of educators and expressed their intention to continue in the teaching activity. |
| File Format | PDF HTM / HTML |
| Alternate Webpage(s) | http://repositorio.unb.br/bitstream/10482/34010/1/2018_S%C3%A9rgioLuizTeixeira.pdf |
| Language | English |
| Access Restriction | Open |
| Content Type | Text |
| Resource Type | Article |
