Navegando por Palavras-chave "Initial Formation"

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    Formação de professores para a educação infantil: um estudo a partir dos projetos pedagógicos do curso de Pedagogia das Universidades Federais do sul e sudeste do Brasil
    (Universidade Federal de São Paulo (UNIFESP), 2019-07-02) Dantas, Marilene Aparecida Barbosa [UNIFESP]; Bello, Isabel Melero [UNIFESP]; Universidade Federal de São Paulo (UNIFESP)
    The present dissertation discourses about the initial formation of Early Childhood Education teachers in Pedagogy courses of Federal Universities of the capital cities in South and Southeast regions in Brazil. Its general objective is to analyse the Pedagogical Projects of Pedagogy course (known as ‘PPCs’ in Brazil) of the Federal Universities of the capital cities of Brazilian South and Southeast regions, using as methodological reference the conception of ‘Policy Cycle’, proposed by Stephen Ball and Richard Bowe; and from these data understand how this training in Pedagogy for teaching in Early Education is structured. The specific objectives are: A) Raising and collecting some of the research already done about this subject; B) Analysing the 7 PPCs of the courses of Pedagogy in the Federal Universities located in the capital cities of the states of South and Southeast regions in Brazil, with a focus on teacher training for working in Early Childhood Education; c) Understanding how PPCs represent the National Policies for Early Education and training of teachers, structured in the Context of Influences; d) Analysing the official documents (curricular guidelines) and those produced by class entities that represent Early Childhood Education area in Brazil. This search is qualitative, documentary, with prose analysis, based on the propositions of André (1984). From the documentary analysis of the PPCs, we conclude that, in a general way, the specificities of Early Childhood Education are contemplated in different ways in Federal Universities considered in this research; and despite considering the National Curricular Guidelines for Graduation in Pedagogy, and what determines the Brazilian basis law (LDB) and the Curricular Guidelines for National Child Education, the workload and the disciplines that focus on teaching training in this area still occupy an insignificant position in most of the courses analysed.
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    Implicações De Programas De Iniciação À Docência Na Formação Inicial De Pedagogos
    (Universidade Federal de São Paulo (UNIFESP), 2018-06-08) Roncon, Camila Leite Araujo [UNIFESP]; Silvestre, Magali Aparecida [UNIFESP]; Universidade Federal de São Paulo (UNIFESP)
    This Work Sought To Understand The Implications Of Two Initiation Programs For Teaching, The Institutional Program Of Initiatives For Teaching And The Pedagogical Residency Program, A Proposal For A Course In Pedagogy Of The Federal University Of São Paulo, In The Insertion Of Teachers . It Is Understood Here That The First Years Of Professional Practice Are A Striking And Fundamental Step In The Life Of The Teacher, Because It Is The Moment Of Transition From Student To Work As A Teacher. According To The Literature Of Reference Of This Area, This Stage Is Characterized By Tensions And Conflicts That Can Result In Sadness, Solitude And Even Abandonment Of The Profession. (Marcelo Garcia, 1999; Mizukami Et Al., 2002; Nóvoa, 1992). In This Way, This Work Started From The Hypothesis That Students Who Participate In Professional Insertion Programs Have A Formation That Is Closer To Reality, Inhibiting Or Ignoring The Presented Characteristics. Thus, The Egresses Of Both Programs Were Selected And Mapped To Those