A pesquisa como eixo interdisciplinar entre o estágio e a formação inicial do professor: uma análise a partir do curso de pedagogia da FFC/UNESP Marília
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2024-03-06
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Universidade Estadual Paulista (Unesp)
Resumo
Apresenta-se nesta dissertação, uma proposta de investigação sobre a formação inicial do professor, bem como a disciplina de Estágio Supervisionado, tendo como enfoque o curso de Pedagogia da FFC-UNESP. O interesse por esta temática se justifica tendo em vista os seguintes questionamentos: 1) é possível pensar a pesquisa como eixo interdisciplinar entre o estágio obrigatório e a formação inicial do professor? 2) De que maneira, a pesquisa na formação inicial do professor poderá favorecer a superação da fragmentação entre teoria e prática muitas vezes presente nos cursos de Pedagogia? A hipótese que norteia essa investigação se pauta na ideia de que o ensino e a pesquisa precisam caminhar juntos na atividade docente, tanto na formação inicial quanto continuada de professores, evitando cair na dicotomia entre teoria e prática, na separação entre quem pesquisa e quem executa atuando com responsabilidade no dia a dia e na tomada de decisões. Com o intuito de responder a esses questionamentos, o objetivo geral dessa investigação consiste em analisar o Projeto Político Pedagógico do curso de Pedagogia da FFC-UNESP, especialmente as ementas da disciplina de Estágio Supervisionado com o intuito de verificar de que modo a pesquisa pode favorecer o eixo formador entre estágio e pesquisa e contribuir para a superação dessa dicotomia a partir de um destaque das principais tendências dos estudos encontrados no período de 2012-2022 e que abordam contribuições da pesquisa como eixo interdisciplinar entre o estágio obrigatório e a formação inicial do professor. A dissertação desenvolveu-se mediante revisão bibliográfica de estudos e pesquisas que discutem a temática em pauta e a análise de documentos como: Projeto Político-Pedagógico do curso de Pedagogia da FFC-UNESP e Plano de Ensino das Disciplinas de Estágio Supervisionado. A análise dos dados e informações foi realizada de forma descritiva e interpretativa, a partir de eixos de análise e considerando alguns aspectos da análise de conteúdo.
This dissertation presents a research proposal on initial teacher training, as well as the Supervised Internship discipline, focusing on the Pedagogy course at FFC-UNESP. The interest in this topic is justified in seeking to answer the following questions: 1) is it possible to think of research as an interdisciplinary axis between the mandatory internship and initial teacher training? 2) How can research in initial teacher training help to overcome the fragmentation between theory and practice often present in pedagogy courses? The hypothesis that guides this investigation is based on the idea that teaching and research need to go hand in hand in teaching activity, in the initial and continuing training of teachers, avoiding falling into the theory and practice dichotomy, in the separation between those who research and those who perform, acting with responsibility in day-to-day life and decision-making. In order to answer these questions, the general objective of this investigation consists of analyzing the Political Pedagogical Project of the Pedagogy course at FFC-UNESP, especially the syllabi of the Supervised Internship discipline with the aim of verifying how research can favor the formative axis between internship and research and contribute to overcoming the theory and practice dichotomy. based on a highlight of the main trends in studies found in the period 2012-2022 and which address research contributions as an interdisciplinary axis between the mandatory internship and initial teacher training, the dissertation was developed through a bibliographical review of studies and research that discuss the topic at hand and analyze documents such as: Political-Pedagogical Project of the Pedagogy course at FFC-UNESP and Teaching Plan for Supervised Internship Subjects. The analysis of data and information will be carried out in a descriptive and interpretative way, based on analysis axes and considering some aspects of content analysis.
This dissertation presents a research proposal on initial teacher training, as well as the Supervised Internship discipline, focusing on the Pedagogy course at FFC-UNESP. The interest in this topic is justified in seeking to answer the following questions: 1) is it possible to think of research as an interdisciplinary axis between the mandatory internship and initial teacher training? 2) How can research in initial teacher training help to overcome the fragmentation between theory and practice often present in pedagogy courses? The hypothesis that guides this investigation is based on the idea that teaching and research need to go hand in hand in teaching activity, in the initial and continuing training of teachers, avoiding falling into the theory and practice dichotomy, in the separation between those who research and those who perform, acting with responsibility in day-to-day life and decision-making. In order to answer these questions, the general objective of this investigation consists of analyzing the Political Pedagogical Project of the Pedagogy course at FFC-UNESP, especially the syllabi of the Supervised Internship discipline with the aim of verifying how research can favor the formative axis between internship and research and contribute to overcoming the theory and practice dichotomy. based on a highlight of the main trends in studies found in the period 2012-2022 and which address research contributions as an interdisciplinary axis between the mandatory internship and initial teacher training, the dissertation was developed through a bibliographical review of studies and research that discuss the topic at hand and analyze documents such as: Political-Pedagogical Project of the Pedagogy course at FFC-UNESP and Teaching Plan for Supervised Internship Subjects. The analysis of data and information will be carried out in a descriptive and interpretative way, based on analysis axes and considering some aspects of content analysis.
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Palavras-chave
Educação, Formação inicial de professores, Estágio supervisionado, Pedagogia, Education, Initial teacher training, Supervised internship, Research, Pedagogy
Como citar
MORETI, Manuela Cristina Tórcia. A pesquisa como eixo interdisciplinar entre o estágio e a formação inicial do professor: uma análise a partir do curso de pedagogia da FFC/UNESP Marília. 2024. 162 f. Dissertação (Mestrado em Educação) - Faculdade de Filosofia e Ciências, Universidade Estadual Paulista (Unesp), Marília, 2024.