O desenvolvimento da profissionalidade docente dos professores de educação infantil no curso de pedagogia com o apoio de projetos de formação e de supervisão
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Data
2018-03-26
Autores
Silva, Rosangela Aparecida Galdi da [UNESP]
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Universidade Estadual Paulista (Unesp)
Resumo
Esta pesquisa integra o Programa de Pós-Graduação em Educação da Universidade Estadual Paulista (Unesp), Faculdade de Ciências e Tecnologia, Presidente Prudente. Nesse campo, ela se vincula à linha de pesquisa “Processos Formativos, Infância e Juventude” e ao Grupo de Pesquisa “Formação, Trabalho Pedagógico e Representações Sociais na Educação Infantil”. Descobrir como o Curso de Pedagogia da Faculdade de Ciências e Tecnologia, Presidente Prudente, auxilia os futuros professores a serem professores de Educação Infantil constituiu a questão problemática transversal que inspirou o estudo. O objetivo geral foi pesquisar a contribuição da formação inicial para o desenvolvimento da profissionalidade docente do professor de Educação Infantil, no Curso de Pedagogia da Faculdade de Ciências e Tecnologia, Presidente Prudente. Com a finalidade de responder ao problema foram propostos os seguintes objetivos específicos: examinar o Curso de Pedagogia, no período de 2001 a 2007; pesquisar fatores que o condicionam; investigar as experiências formativas, os programas, projetos e parcerias e as estratégias formativas. O objeto de estudo se constituiu na formação inicial do professor, quanto ao processo de desenvolvimento da profissionalidade do professor de Educação Infantil, e os seus participantes foram os alunos do 4º ano do Curso de Pedagogia – Turma 2011-2015. A construção do referencial teórico amparou-se nos aportes teóricos do campo da educação da infância, o qual considera a criança como ser histórico, ativo e portador de direitos, e a formação inicial como um direito do professor de Educação Infantil, bem como nos contributos da abordagem sociológica interacionista das profissões e nos subsídios teóricos para constituição profissional, fundamentada em conhecimentos profissionais e saberes específicos. A realização do estado de conhecimento possibilitou a identificação de contribuições e desafios à formação inicial e à profissionalidade docente. Os dados contidos na pesquisa documental oportunizaram a investigação das intenções prescritas no Curso de Pedagogia. Os dados obtidos nos questionários e nas entrevistas realizadas com alunos concluintes do Curso de Pedagogia foram examinados sob a perspectiva da análise de conteúdo e permitiram a categorização temática. A análise dos dados, com a técnica da triangulação, revelou distribuição irregular e aleatória dos indícios identificados a partir dos indicadores de profissionalidade docente, as especificidades, eixos e características e contribuição incipiente do Curso de Pedagogia para o desenvolvimento da profissionalidade dos professores de Educação Infantil. Os procedimentos metodológicos convergem para a identificação do modelo de formação pautado na racionalidade prática no Curso de Pedagogia e de uma concepção de profissionalidade docente reflexivo-produtivista. A tese mostrou a necessidade de integrar as especificidades, eixos e características da profissionalidade docente dos professores de Educação Infantil no Curso de Pedagogia e que existem perspectivas para o desenvolvimento profissional por meio de projetos de formação e de supervisão apoiados pelas instituições de formação, supervisão de ensino e escola. Tal investigação reclama o atendimento das especificidades e necessidades formativas dos professores de Educação Infantil, exigências educacionais das crianças pequenas e as premências da sociedade.
This research is part of the Graduate Program in Education of the Paulista State University (Unesp), Faculty of Science and Technology, Presidente Prudente. In this field, it is linked to the research line "Childhood and Youth Formative Processes" and to the Research Group "Training, Pedagogical Work and Social Representations in Early Childhood Education". Discovering how the Pedagogy Course of the Faculty of Science and Technology, Presidente Prudente, helps the future teachers to be teachers of Early Childhood Education was the problematic transversal issue that inspired the study. The general objective was to investigate the contribution of the initial training to the development of the teaching profession of the teacher of Early Childhood Education, in the Pedagogy Course of the Faculty of Sciences and Technology, Presidente Prudente. In order to answer the problem, the following specific objectives were proposed: to examine the Pedagogy Course, from 2001 to 2007; research factors that condition it; to investigate the formative experiences, the programs, projects and partnerships and the formative strategies. The object of study was the initial teacher training in the process of developing the professionalism of the teacher of Early Childhood Education, and its participants were the students of the 4th year of the Course of Pedagogy - Group 2011-2015. The construction of the theoretical framework supported the theoretical contributions of the field of childhood education, which considers the child as historical, active and bearer of rights, and initial training as a right of the teacher of Early Childhood Education, as well as in the contributions of the interactionist sociological approach of the professions and in the theoretical subsidies for professional constitution, based on professional knowledge and specific knowledge. The realization of the state of knowledge made it possible to identify contributions and challenges to the initial formation and professionalism of the teacher. The data contained in the documentary research facilitated the investigation of the intentions prescribed in the Pedagogy Course. The data obtained in the questionnaires and the interviews carried out with final students of the Pedagogy Course were examined from the perspective of content analysis and allowed thematic categorization. Data analysis with the triangulation technique revealed an irregular and random distribution of the indicators identified from the indicators of teacher professionalism, the specificities, axes and characteristics and an incipient contribution of the Pedagogy Course to the development of the professionalism of the teachers of Education Child. The methodological procedures converge to identify the training model based on practical rationality in the Pedagogy Course and a conception of reflexive-productivist teacher professionalism. The thesis showed the need to integrate the specificities, axes and characteristics of the teaching profession of the teachers of Early Childhood Education in the Course of Pedagogy and that there are perspectives for professional development through training and supervision projects supported by institutions of training, supervision of teaching and school. Such research demands the attendance of the specificities and formative needs of the teachers of Early Childhood Education, educational requirements of the young children and the needs of society.
This research is part of the Graduate Program in Education of the Paulista State University (Unesp), Faculty of Science and Technology, Presidente Prudente. In this field, it is linked to the research line "Childhood and Youth Formative Processes" and to the Research Group "Training, Pedagogical Work and Social Representations in Early Childhood Education". Discovering how the Pedagogy Course of the Faculty of Science and Technology, Presidente Prudente, helps the future teachers to be teachers of Early Childhood Education was the problematic transversal issue that inspired the study. The general objective was to investigate the contribution of the initial training to the development of the teaching profession of the teacher of Early Childhood Education, in the Pedagogy Course of the Faculty of Sciences and Technology, Presidente Prudente. In order to answer the problem, the following specific objectives were proposed: to examine the Pedagogy Course, from 2001 to 2007; research factors that condition it; to investigate the formative experiences, the programs, projects and partnerships and the formative strategies. The object of study was the initial teacher training in the process of developing the professionalism of the teacher of Early Childhood Education, and its participants were the students of the 4th year of the Course of Pedagogy - Group 2011-2015. The construction of the theoretical framework supported the theoretical contributions of the field of childhood education, which considers the child as historical, active and bearer of rights, and initial training as a right of the teacher of Early Childhood Education, as well as in the contributions of the interactionist sociological approach of the professions and in the theoretical subsidies for professional constitution, based on professional knowledge and specific knowledge. The realization of the state of knowledge made it possible to identify contributions and challenges to the initial formation and professionalism of the teacher. The data contained in the documentary research facilitated the investigation of the intentions prescribed in the Pedagogy Course. The data obtained in the questionnaires and the interviews carried out with final students of the Pedagogy Course were examined from the perspective of content analysis and allowed thematic categorization. Data analysis with the triangulation technique revealed an irregular and random distribution of the indicators identified from the indicators of teacher professionalism, the specificities, axes and characteristics and an incipient contribution of the Pedagogy Course to the development of the professionalism of the teachers of Education Child. The methodological procedures converge to identify the training model based on practical rationality in the Pedagogy Course and a conception of reflexive-productivist teacher professionalism. The thesis showed the need to integrate the specificities, axes and characteristics of the teaching profession of the teachers of Early Childhood Education in the Course of Pedagogy and that there are perspectives for professional development through training and supervision projects supported by institutions of training, supervision of teaching and school. Such research demands the attendance of the specificities and formative needs of the teachers of Early Childhood Education, educational requirements of the young children and the needs of society.
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Palavras-chave
Educação, Educação infantil, Curso de Pedagogia da Faculdade de Ciências e Tecnologia (Unesp), Profissionalidade docente, Desenvolvimento profissional, Education, Child education, Pedagogy Course of the Faculty of Sciences and Technology (Unesp), Professional teaching, Professional development