A formação de professores e a organização do projeto pedagógico curricular (PPC) do curso de licenciatura em Educação do Campo da UFGD
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Data
2020-09-17
Autores
Barboza, Edir Neves
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Universidade Estadual Paulista (Unesp)
Resumo
A presente pesquisa está vinculada ao Programa de Pós-Graduação em Educação da Universidade Estadual Paulista “Júlio de Mesquita Filho”, Faculdade de Ciências e Tecnologia, Campus de Presidente Prudente. Tem como objeto de estudo a formação inicial de professores e a Educação do Campo. Seu objetivo geral é analisar a formação inicial de professores do curso de Licenciatura em Educação do Campo da Universidade Federal da Grande Dourados (LEDUC/UFGD) desde a implantação à sua implementação, conforme preconizado no Projeto Pedagógico Curricular, buscando elucidar as contribuições, as conquistas, os limites, as tensões, os dilemas enfrentados pelo/no curso. O problema central se apresenta nas seguintes questões norteadoras: Quais as concepções teórico-epistemológica, metodológica, cultural e prática subsidiaram a elaboração do Projeto Pedagógico Curricular do curso de Licenciatura em Educação do Campo da UFGD? De que forma a mediação teórico-metodológica para a ação se concretiza na formação inicial de professores do curso de Licenciatura em Educação do Campo da UFGD? O estudo foi realizado tendo como contexto o curso da LEDUC/UFGD e, como colaboradores da pesquisa, 06 docentes e 13 discentes da primeira turma do curso. Pautou-se na abordagem qualitativa de pesquisa em educação a partir de uma perspectiva metodológica híbrida, envolvendo a pesquisa bibliográfica, documental e estudo de caso para melhor compreender as características e atributos do curso investigado. A pesquisa bibliográfica foi realizada na base de dados Portal de Periódicos CAPES no período de 2001 a 2018; a pesquisa documental utilizou fontes primárias de âmbito federal e local, respectivamente como legislações e documentos orientadores que versam sobre Educação do Campo e formação de professores e o Projeto Pedagógico Curricular do curso investigado. A coleta de dados empíricos do estudo de caso ocorreu por meio do uso de questionário e entrevista narrativa com os professores e estudantes diretamente envolvidos na implementação do curso. A análise dos dados ocorreu a partir do que propõem Miles e Huberman (1994), sistematizada por meio da redução, apresentação e conclusão/verificação em que se espera que os resultados revelem respostas ao problema investigado. Os resultados apresentados pela análise realizada demonstram que o processo de formação inicial da LEDUC/UFGD está imbricado com sua realidade, qual seja, o campo. E esta proposta formativa pode contribuir sobremaneira para qualificar a formação inicial dos outros cursos de licenciaturas, bem como melhorar a elaboração da política nacional de formação de professores, já que demonstrou estar respaldada por uma metodologia que alarga o processo formativo respaldado na realidade concreta, corroborando assim, para a formação de sujeitos que sejam capazes, de fato, de compreender a realidade em que se vive para transformá-la, seja nos espaços campesinos ou urbanos. Desse modo reafirma que o curso cumpre com a sua função social e pode ser uma referência de uma política pública inclusiva. Outro resultado da pesquisa, sobre a temática Educação do Campo e, especialmente, sobre a organização pedagógica das Licenciaturas em Educação do Campo, que é um curso recente na educação brasileira, tem muito a ser investigado e muito a contribuir para o campo da pesquisa acerca da formação de professores no Brasil.
This research is associated with the Graduate Program in Education of the School of Technology and Sciences of São Paulo State University “Júlio de Mesquita Filho”, Campus of Presidente Prudente. Its object of study is the initial teacher education and Rural Education. Its general objective is to analyze teachers’ initial education of the undergraduate Major course in Rural Education of the Federal University of Grande Dourados (LEDUC/UFGD), from its implantation to its implementation as recommended in the Curricular Pedagogical Project seeking to elucidate the contributions, achievements, limits, tensions, dilemmas faced by/in the course. The central problem arises in the following guiding questions: What were the theoretical-epistemological, methodological, cultural and practical conceptions that supported the elaboration of the Curricular Pedagogical Project of undergraduate Major course in Rural Education at UFGD? How does the theoretical-methodological mediation for action materialize in the initial education of teachers at UFGD undergraduate Major course in Rural Education? The study was carried out within the LEDUC/UFGD course and as collaborators 06 teachers and 13 students from the first class of the course. It was based on the qualitative approach of the research in education from a hybrid methodological perspective, involving bibliographical and documentary research as well as a case study to better understand the characteristics and attributes of the investigated course. The bibliographic research was carried out in the database Portal de Periódicos Capes/MEC from 2001 to 2018; the documentary research used primary sources of federal and local level, respectively such as legislation and guiding documents that deal with Rural Education and teacher education and Curricular Pedagogical Project of the investigated course. The data empirical collection of the case study occurred through the use of the questionnaire and narrative interview with the teachers and students directly involved in the implementation of the course. The data analysis occurred based on Miles and Huberman (1994) proposal, systematized through data condensation, data display, and conclusion/verification in which the results are expected to reveal answers to the investigated problem. The results show that the process of initial education of LEDUC/UFGD is overlapped with its reality, that is, the rural area. This formative proposal can greatly contribute to qualify the initial education of other major courses, as well as to improve the elaboration of the national teacher education policy, since it has proved to be supported by a methodology that broadens the education process supported by concrete reality, corroborating therefore for the formation of subjects who are able, in fact, to understand the reality in which they live to transform it, whether in rural or urban spaces. Thus, it reaffirms that the course fulfills its social function and can be a reference for an inclusive public policy. Another result of the research, on the theme of Rural Education and, especially, on the pedagogical organization of the Majors in Rural Education is that a recent course in Brazilian education has much to be investigated and to contribute to to the field of research of teacher education in Brazil.
This research is associated with the Graduate Program in Education of the School of Technology and Sciences of São Paulo State University “Júlio de Mesquita Filho”, Campus of Presidente Prudente. Its object of study is the initial teacher education and Rural Education. Its general objective is to analyze teachers’ initial education of the undergraduate Major course in Rural Education of the Federal University of Grande Dourados (LEDUC/UFGD), from its implantation to its implementation as recommended in the Curricular Pedagogical Project seeking to elucidate the contributions, achievements, limits, tensions, dilemmas faced by/in the course. The central problem arises in the following guiding questions: What were the theoretical-epistemological, methodological, cultural and practical conceptions that supported the elaboration of the Curricular Pedagogical Project of undergraduate Major course in Rural Education at UFGD? How does the theoretical-methodological mediation for action materialize in the initial education of teachers at UFGD undergraduate Major course in Rural Education? The study was carried out within the LEDUC/UFGD course and as collaborators 06 teachers and 13 students from the first class of the course. It was based on the qualitative approach of the research in education from a hybrid methodological perspective, involving bibliographical and documentary research as well as a case study to better understand the characteristics and attributes of the investigated course. The bibliographic research was carried out in the database Portal de Periódicos Capes/MEC from 2001 to 2018; the documentary research used primary sources of federal and local level, respectively such as legislation and guiding documents that deal with Rural Education and teacher education and Curricular Pedagogical Project of the investigated course. The data empirical collection of the case study occurred through the use of the questionnaire and narrative interview with the teachers and students directly involved in the implementation of the course. The data analysis occurred based on Miles and Huberman (1994) proposal, systematized through data condensation, data display, and conclusion/verification in which the results are expected to reveal answers to the investigated problem. The results show that the process of initial education of LEDUC/UFGD is overlapped with its reality, that is, the rural area. This formative proposal can greatly contribute to qualify the initial education of other major courses, as well as to improve the elaboration of the national teacher education policy, since it has proved to be supported by a methodology that broadens the education process supported by concrete reality, corroborating therefore for the formation of subjects who are able, in fact, to understand the reality in which they live to transform it, whether in rural or urban spaces. Thus, it reaffirms that the course fulfills its social function and can be a reference for an inclusive public policy. Another result of the research, on the theme of Rural Education and, especially, on the pedagogical organization of the Majors in Rural Education is that a recent course in Brazilian education has much to be investigated and to contribute to to the field of research of teacher education in Brazil.
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Palavras-chave
Formação de professores, Formação inicial de professores, Educação do Campo, Licenciatura, Projeto Pedagógico Curricular, Teacher education, Initial teacher education, Rural Education, Major, Curricular Pedagogical Project