Banca de DEFESA: Mariana Aparecida Serêjo de Souza

Uma banca de DEFESA de DOUTORADO foi cadastrada pelo programa.
STUDENT : Mariana Aparecida Serêjo de Souza
DATE: 26/08/2022
TIME: 16:00
LOCAL: virtual
TITLE:

CONTRIBUTIONS OF THE PROFESSIONAL PERFORMANCE OF PEDAGOGUES IN NON-SCHOOL CONTEXTS TO THE CURRICULUM OF THE PEDAGOGY COURSE

KEY WORDS:

Education, Pedagogy, Non-school education, Professional practice, National Curriculum Guidelines.

PAGES: 273
BIG AREA: Ciências Humanas
AREA: Educação
SUBÁREA: Currículo
SPECIALTY: Teoria Geral de Planejamento e Desenvolvimento Curricular
SUMMARY:

In this thesis, linked to the research line "Teaching Profession, Curriculum and Evaluation" of the Post-graduate Program in Education of the University of Brasilia, inserted in the Research Group "Curriculum: theoretical conceptions and educational practices", we discuss the contributions of the professional performance of pedagogues in different non-school contexts for the curriculum of the Pedagogy course. We started from the assumption, which was corroborated after the studies, that there are particularities in the performance and in the professional experience of non-schooling pedagogues, resulting from the nature of these educative environments, forgotten in the approach of the non-schooling dimension in the Pedagogy course. We structured the methodological - qualitative route, based on the dialectic epistemological conception (SEVERINO, 2001), in two axes: Pedagogy (science/course) and non-schooling spaces (theoretical) and Acting and professional experience of non-schooling pedagogues (empirical). To do so, we used the following investigative instruments bibliographic research (academic works in research banks and national scientific events that consolidated the state of the knowledge; and research in referential works, mainly, about the epistemology of Pedagogy and about the formation of the pedagogue, besides contributions about the professional performance of pedagogues in extra-school environments and about the curricular theories); documental research (National Curriculum Guidelines of Pedagogy – Resolution CNE/CP nº 1/2006 e other laws); and semistructured interviews (with pedagogues actuantes in public institutions do Distrito Federal not tied to the teaching profession), whose data were examined in the light of the method of "content analysis" (BARDIN, 2016). With the study, we verified the variety of performance spaces in which pedagogues are inserted – revealing the work with diversified themes: social assistance, socio-educational system, domestic violence, adoption, guardianship, drug addiction, labor education, traffic education, heritage education, social security education, electoral education, museum education, civil aviation, with different subjects involved – in which they return multiple pedagogical activities that are not directly related to teaching. We can see that the initial formation set forth in the curricular guidelines, on the other hand, does not present consistent elements for the integration of discussions about professional activities in non-schooling spaces. Thus, it is necessary to keep the debate active so that the legitimacy of educational practices beyond the school is recognized in the curricular path of the Pedagogy course, which will be tangible when the epistemological base of Pedagogy is assumed as a basic premise of the formation of pedagogues, in opposition to the pragmatist epistemology that has permeated the curricular prescriptions.

BANKING MEMBERS:
Externa à Instituição - FRANCELY APARECIDA DOS SANTOS - UNIMONTES
Interno - 3056419 - FRANCISCO THIAGO SILVA
Externa à Instituição - ISABEL MARIA SABINO DE FARIAS - UECE
Interna - 2000468 - LILIANE CAMPOS MACHADO
Presidente - 40921 - LIVIA FREITAS FONSECA BORGES