Loading...
Please wait, while we are loading the content...
Similar Documents
O currículo do curso de pedagogia e sua influência na relação que estudantes-professores/as estabelecem com seus saberes da experiência
| Content Provider | Semantic Scholar |
|---|---|
| Author | Guimarães, Orquídea Maria De Souza |
| Copyright Year | 2015 |
| Abstract | This research is related to discussions about teaching knowledge, in particular to the knowledge of professional experience. It sought to know if the Education Course curriculum influences on the relationship student-teachers set with their knowledge of experience. Therefore, it aimed at identifying the place of experience knowledge in the Education curriculum, analyzing the relationship between student-teachers and their knowledge of experience in professional training, characterizing this relationship. The theoretical categories that support this study are: knowledge of experience, understood as a lecturer production, resulting from the synthesis of other knowledge in connection with the demands of the professional context (FREIRE, 2007; SANTIAGO, 2007; 2006a; 2006b; SOUZA, 2009), among others; and the curriculum as teaching practice, therefore intentional, institutional and collective, constituted by the teaching, student, managing and epistemological practices (SOUZA, 2009; FREIRE, 2007; SANTIAGO, 2007; 2006a; 2006b, among others). The theoretical-methodological path was based on a qualitative research driven by the Reconceptualized Critical Theory, for which the construction of scientific knowledge is linked to a set of production conditions and to a group and specific institutions that influence their legitimacy, and distance from the understanding of being the truth about a particular aspect of reality, to be a possibility of understanding, reading the world (GIROUX, 2000; KINCHELOE; MCLAREN, 2008; MELUCCI, 2005; MCLAREN), among others. The research field is the Centro Acadêmico do Agreste, on the Education Course, which has a significant quantity of students already in the profession, arising from the Normal Course at High School level, and constituted the research participants. We relied on plural instruments and procedures for collecting and compiling the data: a documental research of the Pedagogical Project of the Course and of the reports of student-teachers; a questionnaire for the selection of participants; the observation of the curricular experience, specifically in the classroom context, in the curriculum components of Teaching Methodology and Supervised Internship; and, as data complement, the interview with research participants. Data were analyzed through content analysis, according to Bardin (2010), which showed the lack of a specific and explicit approach of knowledge of experience in the Education curriculum. However, we identified elements that are characterized as possible influencing the relationship between studentteachers and the knowledge of experience. In the pedagogical project of the Education Course, the idea of society and the notion of subject say what knowledge is considered and influence the relationship between theory and practice, training and professional performance. In professional experience, the influencing elements are present in the class dynamics, in dealing with the object of knowledge and in the observation of the professional field. The research indicated that it is still a challenge for teacher training to build the ways to address the professional practice in order to allow dialogue between theory and practice, resulting in redefinition of knowledge, constitution of teaching knowledge and effective consideration of knowledge of teaching experience. |
| File Format | PDF HTM / HTML |
| Alternate Webpage(s) | https://repositorio.ufpe.br/bitstream/123456789/15781/1/Orqu%C3%ADdea%20Maria%20de%20Souza%20Guimar%C3%A3es_TESE.pdf |
| Language | English |
| Access Restriction | Open |
| Content Type | Text |
| Resource Type | Article |
