Diversidade, cidadania e direitos : análise das concepções de formação docente em uma disciplina de núcleo comum nos cursos de licenciatura da Universidade Estadual de Goiás (2015-2019)

Abstract

The theme of this master's dissertation goes through to understand, from the teachers' perception, modus operandi and the necessary requirements in the formation of the development of the "Diversity, Citizenship and Rights" in the degree courses of the State University of in the Campus Central, at the Anápolis University Unit of Socioeconomic and Human – UnU CSEH, at the Cora Coralina Campus in the City of Goiás, at the West Campus, in São Luís de Montes Belos and at the Noroeste Campus, in the city of Formosa. The object of the research, therefore, is the training of teachers. The research was limited to the between 2015 and 2019. Considering that the degrees have professors from several different backgrounds, the question is: to what extent the formation of professors is carried out in constitution of the teaching exercise in the discipline, in the degree courses of the State of Goiás? To answer the question, a theoretical survey of the conceptual axes of "diversity", "citizenship" and "rights" was used, then focusing on discussions on teacher and teaching work in Brazil. The general objective of the research is to unveil the about the formation carried out in the constitution of the teaching exercise in the Diversity, Citizenship and Rights, in the undergraduate courses at UEG. The consequences of this objective lie in: (i) Discussing the theoretical intersection and the relations between Education, Diversity, Citizenship and Rights; (ii) Describe the training and professional profiles of the professors who teach the discipline in order to show how they relate the discipline's teaching; (iii) Identify how the processes of initial and continuing teacher are permeated by the concepts of Diversity, Citizenship and Rights in the practical development of the discipline; (iii) Unveil the meanings of the perspectives, prospects and challenges of the Diversity, Citizenship and Rights discipline in the undergraduate courses at UEG; (iiiiii) Clarify, from the teachers' understanding, the theoretical-conceptual impacts of the Citizenship and Rights discipline in teacher education, in the undergraduate courses at The method is close to the phenomenological method, situated epistemologically on the paradigm, whose collection is processed through the "Phenomenological Reduction", the description of the internal vectors of the phenomenon and the explanation of the The approach was followed as qualitative, with exploratory objective, having as procedure the bibliographical research and the empirical part carried out by data collection using the semi-structured interview as an instrument, from which the units of meaning in emerging categories were allocated. for the elaboration of their interpretation. The obtained with the senses captured pointed out some phenomena: the massive presence of knowledge captured in other fields of action, which enriches the discipline on the one but implies a risk of distortion or focus on one of the axes, to the detriment of the others; recognized as a humanization process; positive feelings pointing to health factors according to the Labor surveys; the occurrence of conflicts and divergences in the teaching practice due to certain concepts, especially diversity, pointing to the need for continuing education; the perception that the discipline contributes to the intellectual evolution of teachers to the formation of social agents; the perception that rights are built collectively and gradually, with little impact on the notion that they can also be destroyed, which demands conservation and defense policies; Citizenship often appeared as a factor in the intentional organization of society. As a result, the research pointed to: the need for continuing education in of the variability of aspects linked to the balance between the axes “Diversity, Citizenship Rights”; the need to preserve notions of equity and social justice that are often threatened in to unveil the contributions between teachers and their training, the contents of the and students; and finally, for the penetration, with the teachers, of the notions of Diversity as an element of humanization, which is articulated with the country's legal framework build rights to be exercised through the structuring factors of society, among them, Citizenship.