A formação de professoras e professores polivalentes nos cursos de pedagogia em instituições de ensino superior privadas
Arquivos
Data
2015-12
Autores
Kassis, Renata Nassralla 
Orientadores
Pinto, Umberto de Andrade
Tipo
Dissertação de mestrado
Título da Revista
ISSN da Revista
Título de Volume
Resumo
Esta pesquisa tem como objetivo analisar as contribuições da Formação Inicial, ocorrida em
Instituições de Ensino Superior (IES) privadas da Grande São Paulo, na prática docente
polivalente das professoras que atuam nos anos iniciais do Ensino Fundamental. O problema
da investigação centra-se em compreender em que medida essa formação dialoga com as
práticas docentes das professoras polivalentes iniciantes que atuam em escolas públicas
estaduais. A pesquisa, de cunho qualitativo, examina o conteúdo das falas de treze professoras
polivalentes obtidas em encontros de Grupo Focal. Os dados empíricos são interpretados à luz
do referencial teórico de Pimenta, Libâneo, Freire, Tardif, Silva Cruz, Fusari, Brzezinski,
entre outros. O estudo demonstra que a formação inicial em Pedagogia nas IES privadas está
muito distante das necessidades da escola pública, preparando professoras polivalentes com
pouca fundamentação teórica e distanciamento da realidade das salas de aula. Nota-se que a
noção de polivalência, característica formal de sua profissão, não é levada em conta na
formação inicial e que seus saberes são constituídos na socialização com as professoras mais
experientes. Aponta, ainda, para a necessidade da reestruturação do estágio curricular
obrigatório oferecido pela IES no sentido de firmar parcerias com escolas das redes públicas.
Infere-se, portanto, a urgência do Estado comprometer-se com a formação dos professores e
professoras polivalentes, em IES públicas, a partir da construção de políticas que tornem isso
possível ou que, minimamente, possa regular as IES privadas para que atuem com qualidade e
em consonância com as necessidades da educação escolar pública.
This research aims to analyze the contributions of Initial Training, held in private Higher Education Institutions (HEIs) in the metropolitan area of São Paulo, in the multipurpose teaching practice of teachers who work in the early years of elementary school. The problem of research focuses on understanding the extent to which this training dialogues with the teaching practices of recently graduated multipurpose teachers who work in public state schools. The research, of qualitative nature, examines the contents of thirteen multipurpose teachers’ statements, obtained in focus group meetings. The empirical data is interpreted in the light of theoretical framework based on the following writers: Pimenta, Libâneo, Freire, Tardif, Silva Cruz, Fusari and Brzezinski. The study shows that initial training in pedagogy in private Higher Education Institutions is way too distant from the public school needs, preparing multipurpose teachers with little theoretical basis and apart from the reality of classrooms. It is observed that the notion of multipurpose development, formal characteristic of their profession, is not taken into account in the initial training and their knowledge is constituted while socializing with the most experienced teachers. The research also points out to the need of restructuring the mandatory curricular apprenticeship program, offered by HEIs, in order to establish partnerships with public schools. It’s inferred, therefore, that the State Government must be urgently committed to the multipurpose teacher training in public HEIs, starting with the creation of policies that make this training possible or, at least, supervise private HEIs in order to ensure that they act with quality and in accordance with the needs of public school education.
This research aims to analyze the contributions of Initial Training, held in private Higher Education Institutions (HEIs) in the metropolitan area of São Paulo, in the multipurpose teaching practice of teachers who work in the early years of elementary school. The problem of research focuses on understanding the extent to which this training dialogues with the teaching practices of recently graduated multipurpose teachers who work in public state schools. The research, of qualitative nature, examines the contents of thirteen multipurpose teachers’ statements, obtained in focus group meetings. The empirical data is interpreted in the light of theoretical framework based on the following writers: Pimenta, Libâneo, Freire, Tardif, Silva Cruz, Fusari and Brzezinski. The study shows that initial training in pedagogy in private Higher Education Institutions is way too distant from the public school needs, preparing multipurpose teachers with little theoretical basis and apart from the reality of classrooms. It is observed that the notion of multipurpose development, formal characteristic of their profession, is not taken into account in the initial training and their knowledge is constituted while socializing with the most experienced teachers. The research also points out to the need of restructuring the mandatory curricular apprenticeship program, offered by HEIs, in order to establish partnerships with public schools. It’s inferred, therefore, that the State Government must be urgently committed to the multipurpose teacher training in public HEIs, starting with the creation of policies that make this training possible or, at least, supervise private HEIs in order to ensure that they act with quality and in accordance with the needs of public school education.
Descrição
Citação
KASSIS, Renata Nassralla.
A formação de professoras e professores polivalentes nos cursos de Pedagogia em Instituições de Ensino Superior privadas, 2015. 234 f.
Dissertação (Mestrado em Educação) – Escola de Filosofia, Letras e Ciências Humanas, Universidade Federal de São Paulo, Guarulhos, 2015.