Contribuições do curso de Pedagogia Parfor para as práticas pedagógicas de professores da Educação Infantil
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Data
2016-04-26
Autores
Orientador
Martins, Silvana Neumann
Banca
Martins, Silvana Neumann
Silva, Jacqueline Silva Da
Strohschoen, Andréia Aparecida Guimarães
Palma, Gisele
Giongo, Ieda Maria
Título do periódico
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Título do Volume
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Resumo
Esta pesquisa aproxima-se de um Estudo de Caso cujo problema central reside em investigar quais as contribuições do curso de Pedagogia Parfor – IFRS-BG para a melhoria das práticas pedagógicas de professores que atuam na Educação Infantil. Com base nas entrevistas das quatro professoras de Educação Infantil da rede pública municipal de Educação Básica, este estudo focaliza as aprendizagens e mudanças nas práticas pedagógica dessas professoras a partir do Parfor. O referencial teórico, que embasa o estudo, fundamenta-se nos pressupostos metodológicos de Ghedin e Franco (2008). A metodologia utilizou-se dos dados oriundos de entrevistas semiestruturadas, tratados com o aporte teórico- metodológico da Análise de Conteúdo, proposta por Bardin (2009). O campo empírico da investigação é o Instituto Federal de Educação, Ciência e Tecnologia do Rio Grande do Sul – Câmpus Bento Gonçalves, situado na serra gaúcha. Os sujeitos participantes da pesquisa são quatro professoras, duas do município de Nova Prata/RS e duas de Salvador do Sul/RS, docentes da Educação Infantil da rede municipal de ensino, licenciadas em Pedagogia pelo Parfor- IFRS-BG. Dos resultados emergentes da pesquisa foram formadas cinco categorias: 1. Caminhos Percorridos, Histórias Construídas...; 2. Dimensões Pessoal e Profissional das Professoras; 3. Dimensão Cultural das Professoras; 4. Contribuições do Parfor; 5. Diversos Olhares para o Parfor. Essas foram analisadas por meio de uma reflexão dialógica com autores como Arroyo (2000), Freire (1998), Mosquera (2006), Nóvoa (1991,2009), Pérez Gómez (1998), Sacristán (1998), Tardif (2007) e outros. Ao final do trabalho observou-se que muitas foram as contribuições advindas do Parfor, legitimando, dessa forma, a Pedagogia do IFRS-BG bem como reafirmando a importância do Parfor como política pública para a formação inicial de professores.
This research approaches a Case Study whose main problem is the investigation of which the current contributions of PARFOR Pedagogy - IFRS-BG to improve pedagogical practices of teachers working in kindergarten. Based on the interviews of the four Basic Education teachers from municipal public Basic Education, this study focuses on learning and changes in pedagogical practices of these teachers from PARFOR. The theoretical framework that underlies the study, is based on the methodological assumptions of Ghedin and Franco (2008). The methodology we used the data from semi-structured interviews, dealt with the theoretical and methodological support of Content Analysis, proposed by Bardin (2009). The empirical field research is the Instituto Federal de Educação, Ciência e Tecnologia do Rio Grande do Sul - Bento Gonçalves Campus, located in the Serra Gaucha. The subjects of the research are four teachers, two from Nova Prata / RS and two from South / RS Salvador, teachers of early childhood education in municipal schools, licensed in Pedagogy by Parfor- IFRS-BG. Emerging research results five categories were formed: 1. paths taken, Built stories ...; 2. Personal Dimensions and Professional Teaching; 3. Cultural Dimension Teaching; 4. Contributions of PARFOR; 5. Other looks for PARFOR. These were analyzed by means of a dialogic reflection with authors such as Arroyo (2000), Freire (1998), Mosquera (2006), Nóvoa (1991, 2009), Pérez Gómez (1998), Sacristan (1998), Tardif (2007) and others. At the end of the work it was observed that there were many contributions from the PARFOR, legitimizing thus IFRS-BG Pedagogy and reaffirming the importance of PARFOR as public policy for initial teacher training.
This research approaches a Case Study whose main problem is the investigation of which the current contributions of PARFOR Pedagogy - IFRS-BG to improve pedagogical practices of teachers working in kindergarten. Based on the interviews of the four Basic Education teachers from municipal public Basic Education, this study focuses on learning and changes in pedagogical practices of these teachers from PARFOR. The theoretical framework that underlies the study, is based on the methodological assumptions of Ghedin and Franco (2008). The methodology we used the data from semi-structured interviews, dealt with the theoretical and methodological support of Content Analysis, proposed by Bardin (2009). The empirical field research is the Instituto Federal de Educação, Ciência e Tecnologia do Rio Grande do Sul - Bento Gonçalves Campus, located in the Serra Gaucha. The subjects of the research are four teachers, two from Nova Prata / RS and two from South / RS Salvador, teachers of early childhood education in municipal schools, licensed in Pedagogy by Parfor- IFRS-BG. Emerging research results five categories were formed: 1. paths taken, Built stories ...; 2. Personal Dimensions and Professional Teaching; 3. Cultural Dimension Teaching; 4. Contributions of PARFOR; 5. Other looks for PARFOR. These were analyzed by means of a dialogic reflection with authors such as Arroyo (2000), Freire (1998), Mosquera (2006), Nóvoa (1991, 2009), Pérez Gómez (1998), Sacristan (1998), Tardif (2007) and others. At the end of the work it was observed that there were many contributions from the PARFOR, legitimizing thus IFRS-BG Pedagogy and reaffirming the importance of PARFOR as public policy for initial teacher training.
Descrição
Palavras-chave
Formação inicial de professores; Educação Infantil; Pedagogia Parfor; Contribuições; IFRS-BG
Citação
PEIXOTO, Juraciara Paganella. Contribuições do curso de Pedagogia Parfor para as práticas pedagógicas de professores da Educação Infantil. 2015. Dissertação (Mestrado) – Curso de Ensino, Universidade do Vale do Taquari - Univates, Lajeado, 23 jun. 2015. Disponível em: http://hdl.handle.net/10737/969.