Saberes pedagógicos de docentes não-licenciados que atuam no ensino básico, técnico e tecnológico (EBTT) do campus Castanhal no IFPA
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Data
2024-03-18
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Universidade Estadual Paulista (Unesp)
Resumo
Este estudo tem como objetivo identificar e analisar como se compõem os saberes pedagógicos de docentes não-licenciados que atuam no Curso Técnico em Agropecuária integrado ao Ensino Médio do Campus Castanhal-IFPA. Os saberes pedagógicos, os quais são entendidos como aqueles necessários para a atuação do professor em sala de aula, tanto presentes em suas formações acadêmicas, a partir de conteúdos teóricos e/ou teóricos-práticos, como adquiridos por meio de experiências docentes das mais diversas. De acordo com o Projeto Político Pedagógico do Curso Técnico em Agropecuária integrado ao Ensino Médio do Campus Castanhal- IFPA, em análise, mais de sessenta por cento do corpo docente são Bacharéis ou Tecnólogos, ou seja, grande parte dos professores do Ensino Básico Técnico e Tecnológico (EBTT) não recebeu embasamento teórico sobre a didática em sua formação inicial. Este estudo enbasa-se em conceitos de saberes docentes de Maurice Tardif, Clermont Gauthier, Selma Garrido Pimenta e Antônio Nóvoa, além de apoiar-se nas concepções de representações sociais e práticas sociais de Roger Chartier. A metodologia adotada foi a pesquisa qualitativa, levando em consideração aspectos sociais, ou seja, analisou-se os saberes pedagógicos, a partir dos depoimentos de professores não-licenciados e alunos sobre interações pedagógicas ocorridas em sala de aula. Nosso instrumento de pesquisa foi baseado em entrevistas semiestruturadas com cinco professores do Curso Técnico em Agropecuária integrado à educação de nível médio e dois alunos de cada professor, e análise documental do Projeto Político-Pedagógicos do curso em questão. A análise das entrevistas aponta que os saberes pedagógicos da representação dos professores não-licenciados do IFPA- Campus Castanhal, assim como na maioria das vezes, são baseados em suas experiências de vida e não são, portanto, compostos por conhecimentos científicos referente à docência, evidenciando-nos a ratificação da necessidade de uma constante reflexão crítica dos educadores acerca de suas práticas docentes, além da formação continuada promovida pelo IFPA.
This study aims to identify and analyze how the pedagogical knowledge of non licensed teachers who work in the Technical Course in Agriculture integrated into High School at Campus Castanhal-lFPA is composed. Pedagogical knowledge, which is understood as that necessary for the teacher's performance in the classroom, both present in their academic training, based on theoretical and/or theoretical-practical content, and acquired through the most diverse teaching experiences. According to the Pedagogical Political Project of the Technical Course in Agriculture integrated into Secondary Education at Campus Castanhal - IFPA, under analysis, more than sixty percent of the teaching staff are Bachelors or Technologists, that is, a large part of the teachers of Basic Technical Education and Technological (EBTT) did not receive theoretical basis on teaching in its initial training. This study is based on concepts of teaching knowledge from Maurice Tardif, Clermont Gauthier, Selma Garrido Pimenta and Antônio Nóvoa, in addition to being supported by the concepts of social representations and social practices of Roger Chartier. The methodology adopted was qualitative research, taking into account social aspects, that is, pedagogical knowledge was analyzed, based on testimonies from non-licensed teachers and students about pedagogical interactions that took place in the classroom. Our research instrument was based on semi-structured interviews with five teachers from the Technical Course in Agriculture integrated into secondary education and two classes from each teacher, and documentary analysis of the Political-Pedagogical Project of the course in question. The analysis of the interviews points out that the pedagogical knowledge of the representation of non-licensed teachers at IFPA-Campus Castanhal, as in most cases, is based on their life experiences and is not, therefore, composed of scientific knowledge regarding teaching, highlighting the ratification of the need for constant critical reflection by educators regarding their teaching practices, in addition to the continued training promoted by IFPA.
This study aims to identify and analyze how the pedagogical knowledge of non licensed teachers who work in the Technical Course in Agriculture integrated into High School at Campus Castanhal-lFPA is composed. Pedagogical knowledge, which is understood as that necessary for the teacher's performance in the classroom, both present in their academic training, based on theoretical and/or theoretical-practical content, and acquired through the most diverse teaching experiences. According to the Pedagogical Political Project of the Technical Course in Agriculture integrated into Secondary Education at Campus Castanhal - IFPA, under analysis, more than sixty percent of the teaching staff are Bachelors or Technologists, that is, a large part of the teachers of Basic Technical Education and Technological (EBTT) did not receive theoretical basis on teaching in its initial training. This study is based on concepts of teaching knowledge from Maurice Tardif, Clermont Gauthier, Selma Garrido Pimenta and Antônio Nóvoa, in addition to being supported by the concepts of social representations and social practices of Roger Chartier. The methodology adopted was qualitative research, taking into account social aspects, that is, pedagogical knowledge was analyzed, based on testimonies from non-licensed teachers and students about pedagogical interactions that took place in the classroom. Our research instrument was based on semi-structured interviews with five teachers from the Technical Course in Agriculture integrated into secondary education and two classes from each teacher, and documentary analysis of the Political-Pedagogical Project of the course in question. The analysis of the interviews points out that the pedagogical knowledge of the representation of non-licensed teachers at IFPA-Campus Castanhal, as in most cases, is based on their life experiences and is not, therefore, composed of scientific knowledge regarding teaching, highlighting the ratification of the need for constant critical reflection by educators regarding their teaching practices, in addition to the continued training promoted by IFPA.
Descrição
Palavras-chave
Saberes pedagógicos, Docentes não-licenciados, Curso técnico em agropecuária integrado ao ensino médio, Pedagogical knowledge, Unlicensed teachers, Technical course in agriculture integrated into high school
Como citar
NUNES, Jane Daniele Sedrim. Saberes pedagógicos de docentes não-licenciados que atuam no ensino básico, técnico e tecnológico (EBTT) do campus Castanhal no IFPA. 2024. 116 f. Dissertação (Mestrado em Educação) - Faculdade de Filosofia e Ciências, Universidade Estadual Paulista (Unesp), Marília, 2024.