As contribuições do curso de Pedagogia da Universidade Federal da Paraíba para a prática pedagógica docente na visão de estudantes – professoras: um estudo de caso

This research is in the field of investigations relating to the initial training of teachers and aims to analyse to what extent the students-teachers who work in public schools understand the Pedagogy course's contribution to their pedagogical practice. Is specific goals characterize the profile of students graduating from the course of pedagogy in their field of expertise in educational area; discuss aspects related to the teaching work and the training of teachers; identify gaps in teacher education and the co ntributions of the course of pedagogy for the pedagogical work in the view of the subjects interviewed. The interest in this subject arose from situations that permeated our trajectory while students of Pedagogy, when faced with several challenges, especia lly with regard to the initial process of building our teacher identity with the look on knowledge necessary for pedagogical practice. Notice that even advancing in the course, identified with some lacunae in the formation of the educator for the performance of the teaching function. Given these situations, we are interested in investigating the contribution of the course of pedagogy for teacher training of the initial series with students who already acted as teachers (students-teacher). Adopted as a strategy of the case study research, following a qualitative approach, from a field research with semi- structured interviews. As theoretical contribution, we use studies of authors like Saviani (2009) Veiga (2008), Tardif (2002), Nóvoa (1992), Papi (2005), Pimenta (1999), among others. In addition, theorists base our discussions on the basis of laws and guidelines governing the teacher education and the pedagogical project of the course of pedagogy of UFPB. From this study, it was possible to identify that the students-teachers recognize that the Pedagogy course provides theoretical methodological contributions and for their teaching duties teaching in the classroom. As pointed out the weaknesses and challenges peculiar process of initial formation, indicating the need to think of new initiatives for the formative process, with a view to structural improvement, epistemological, theoretical and practical, in order to encourage more training this aligned with the specificity of the teaching of early childhood education and the initial series of elementary school.

Authors dc:creator

• Braz, Adah Kethlyn
• Silva, Kátia Santos da
• Barros, Shirlen de Oliveira

• Pedagogia
• Fromação docente
• Docente

Language dc:language.iso

pt

Repository record dc:identifier.uri

https://repositorio.ufpb.br/jspui/handle/123456789/1384

OAI identifier oai:identifier

oai:repositorio.ufpb.br:123456789/1384