A pol?tica de forma??o inicial de professores e a implementa??o do componente curricular Pr?tica Profissional na Licenciatura de Geografia do CEFET-RN

• Main Author: Silva, Luzimar Barbalho da
• Other Authors: CPF:18930689515
• Format: Others
• Language: Portuguese
• Published: Universidade Federal do Rio Grande do Norte 2014
• Subjects: Pol?tica educacional; Forma??o inicial de professores; Pr?tica profissional; Educational policy; Initial education of teachers; Vocational training; CNPQ::CIENCIAS HUMANAS::EDUCACAO
• Online Access: http://repositorio.ufrn.br:8080/jspui/handle/123456789/14607

Made available in DSpace on 2014-12-17T14:36:54Z (GMT). No. of bitstreams: 1 LuzimarBS.pdf: 679074 bytes, checksum: 3f8037a74d3c70c876c05569a6e97b18 (MD5) Previous issue date: 2006-05-19 === This work is a research about the policy of initial education of teachers made by the federal government, in the Brazilian educational view in the 1990 s. It is based on that the procedures to the initial education of teachers are in a much bigger context of the productive rearrangement and of the reconstruction of the State and they have in the international institutions, like the CEPAL, UNESCO and the World Bank, their main mediators. The dissertation aims to analyze the implementation of the policy of initial education of educators, having as empirical field the CEFET RN institution, and as reference the undergraduate course of Geography, more specifically the subject vocational practice. This study is advised by the theoretical and methodological fundamentals of the qualitative research, and it is being characterized by a case study. Among the methodological procedures which were used, some of them can be pointed out such as, the bibliographic research, the documental analysis, the application of questionnaires and the carrying out of interviews. The studies show up CEFETs and the Superior Education Institutes were considered by the Brazilian government suitable for the introduction of the initial education of vocational training, related to teaching, a proposed model by updated principles of international organizations. However, in the CEFET RN reality, although the difficulties listed by the teachers and students in the introduction of the subject vocational practice, the initial background in the undergraduate course of Geography got one point which is getting close to the teaching that is carried out in universities, privileging teaching, research and extension. For the people who have participated of researches, the subject vocational practice is relevant for the curriculum of teaching education because it makes the articulation between theory and practice possible, aspects considered essential ones for a teaching education of quality. Also, the studies show that one of the big obstacles faced in the introduction of the subject in question, was the lack of assistance to the students who are in a period of training and in the execution of research and extension projects caused by the insufficiency of educators to perform in the undergraduate course, as well as the lack of time of the teachers due to a large number of activities that they develop in their workplace (CEFET RN). This fact reveals the way how the policy of education of teachers came to educational institutions, imposed by MEC, without considering their structure conditions. Although the difficulties, the innovator character of the experience stood out, as in relation to the locus of education as because of being an educational model which involves theory and practice and the different kinds of knowledge, pretty necessary ones for the teaching education, as well as coming beyond a pragmatic education coherent with the immediate interests of the world of work === Esta ? uma investiga??o acerca da pol?tica de forma??o inicial de professores materializada pelo governo federal, no contexto educacional brasileiro, nos anos de 1990. Parte do pressuposto de que as diretrizes para a forma??o inicial de professores situam-se em um contexto mais amplo da reestrutura??o produtiva e da reforma do Estado e t?m nos organismos internacionais, como a CEPAL, a UNESCO e o Banco Mundial, os seus principais mediadores. A disserta??o tem por objetivo analisar a implementa??o da pol?tica de forma??o inicial de professores, tomando como campo emp?rico o CEFET RN, e como refer?ncia o curso de Licenciatura em Geografia, mais especificamente o componente curricular pr?tica profissional. Este estudo encontra-se orientado pelos fundamentos te?rico-metodol?gicos da pesquisa qualitativa, sendo caracterizado como um estudo de caso. Dentre os procedimentos metodol?gicos que foram utilizados, destacam-se a pesquisa bibliogr?fica, a an?lise documental, a aplica??o de question?rio e a realiza??o de entrevistas. Os estudos revelam que os CEFETs e os Institutos Superiores de Educa??o foram considerados pelo governo brasileiro como adequados para a implanta??o da forma??o inicial de car?ter t?cnico-profissionalizante, voltada para o ensino, modelo proposto pelas atuais diretrizes dos organismos internacionais. No entanto, na realidade do CEFET RN, apesar das dificuldades pontuadas pelos professores e pelos alunos, na implementa??o do componente curricular pr?tica profissional, a forma??o inicial no curso de Geografia tomou uma configura??o, que se aproxima do ensino que se realiza nas universidades, privilegiando o ensino, a pesquisa e a extens?o. Para os sujeitos que participaram da pesquisa, o componente pr?tica profissional tem relev?ncia no curr?culo da forma??o docente, porque possibilita a articula??o entre teoria e pr?tica, aspectos considerados fundamentais para uma forma??o docente de qualidade. Os estudos evidenciam tamb?m que um dos grandes obst?culos enfrentados na implementa??o do componente curricular em apre?o foi a falta de assist?ncia aos alunos no exerc?cio do est?gio e na execu??o dos projetos de pesquisa e extens?o, ocasionada pela insufici?ncia de docentes para atuarem na licenciatura, bem como a falta de tempo dos professores devido ?s in?meras atividades que desenvolvem no interior do CEFET RN. Esse fato revela a maneira como a pol?tica de forma??o de professores chegou at? ?s institui??es formadoras, imposta pelo MEC, sem considerar as condi??es estruturais destas. Apesar das dificuldades, tornou-se sobressalente o car?ter inovador da experi?ncia, tanto em rela??o ao l?cus de forma??o quanto em raz?o de ser um modelo formativo que articula teoria e pr?tica e os diferentes saberes necess?rios para a atua??o docente, indo al?m de uma forma??o pragm?tica, coerente com os interesses imediatos do mundo do trabalho