Currículo e identidade no projeto pedagógico do curso de pedagogia/2011 do Campus CSEH-UEG

Abstract

This master thesis is registered in the line of research “Education, School and Technologies from the Post-Graduation Program in Education, Language and Techonology of UEG (Universidade Estadual de Goiás).” The general purpose is to analyze the Education Course/2011 from the “Câmpus Anápolis de Ciências Socioeconômicas e Humanas” CCSEH from -UEG”, aiming to identify its contributions in the configuration of the graduates of 2014, today inserted in the job market. The problem investigated was expressed as this: What are the contributions of the Education Course/2011 of CCSEH-UEG for the configuration of the identity of graduated students in 2014? The study justifies itself because the Education Course professional graduation process suffered strong changes throughout its history, since its start by “Decreto-lei” no 1.190 from 4/4/1939. Researches made with the graduates become important references for teachers’ graduation courses, for they can point out advances and contribute for the curriculum review and planning of the investigated course. The object of study is the Education course. It was opted the dialectical history method, for being the most compatible with the qualitative investigation in the education field. The research is qualitative with documental analysis, case study performed by semi-structured interview with the graduated students from the Education Course/2011 and analysis of content. The intentional sample of the participants in the research covered 11 pedagogues of the 21 graduated of the Education course. Of this 11, 9 are working in teaching, being 8 acting in nursery school and one in the first years of elementary school. The 2 pedagogues that do not act in education are preparing to apply for a course in this area. The results of this research were considered as having been selected as indicators in the National Curricular Guidelines for the Graduation Course in Pedagogy (DCNP / 2006) reveals the identity of the pedagogue as teacher, researcher and manager, but that the management dimension was not much evidenced in the CCSEH - UEG Pedagogy Course. It was possible to identify that the graduated pedagogues confirm that the supervised internships, especially the ones performed in nursery school, and the subjects directed for the teaching practice contributed in a significant way for their inclusion in the job world and professional acting. The contributions of the course for the dimensions of the professionalism of the graduated pedagogues were significant, considering that seven of them already started specialization courses and two in master courses. Those that are acting in schools, consider themselves committed with teaching work and they feel professionally fulfilled.