O perfil do egresso no curso de licenciatura em pedagogia Parfor na Ufopa
Fecha
2017-11-30Autor
http://lattes.cnpq.br/3544102281869847
https://orcid.org/0000-0003-3945-3026
SILVA JÚNIOR, Adarlindo Vasconcelos da
Metadatos
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The policy of teacher education in basic education has in pedagogy an important foundation for the construction of the fundamentals necessary for the formation of the professional profile of teachers. This pedagogical practice finds in the supervised curricular stage an environment conducive to the pedagogical practices inherent to the initial training course, associating the studied theory with the practice of the school daily life of the students of the Pedagogy / PARFOR course at UFOPA. In this context, the following question arises: In what way does the National Vocational Training Policy of the Basic Education Magisterium (PARFOR) contribute to the formation of the UFOPA Pedagogy / PARFOR 2012 egress profile? This questioning gave origin to the research, whose general objective was to analyze the impact of PARFOR on the profile of the egress profile of the Undergraduate Degree in Pedagogy / PARFOR 2012 of UFOPA. In this study the following categories are analyzed: professional teacher profile, learning necessary for the formation of the egress, and contributions of the curricular internship supervised in PARFOR. The research in question is descriptive, with a quali-quanti approach, obtained from the case study of 12 students who graduated from Pedagogy / PARFOR - year 2012, from UFOPA in Santarém and covers three dimensions: I. Legal Documents; II. Coordinator of PARFOR / Teacher of UFOPA's supervised curricular traineeship; and III. Registered students of the Pedagogy / PARFOR 2012 group of UFOPA. The interpretation of the data is based on the content analysis of Bardin (2011), the empirical analysis of categories is based on the interactive triangulation of data of (DENZIN, 1970) adapted by Brazilian (2002). The analysis of the theories that underlie the process of the formation of the professional profile allows the teacher to infer that Brazil has been strongly influenced by European colonizers and international organizations in the dictates of the directions of Brazilian educational policy, which has resulted in the elaboration of policies for the formation of teachers at the national level, such as PARFOR. In the light of this study, PARFOR had a positive impact on the formation of the professional profile of teachers, as it increased their level of qualification, income distribution, socio-economic condition and social and professional valorization. However, it also had a negative impact insofar as it weakened the autonomy of basic education professionals by restricting the participation of these agents in the elaboration of policy decisions that are moving towards the innovative paradigm. It is also concluded that the reflective experience of the supervised curricular internship environment is fundamental for the formation of the professional profile of teachers, especially for first-degree students, since it places them before the ethical and decisive commitment to seek improvements in their professionalization when reviewing teacher, within the Amazonian reality.
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