Textos, contextos e intertextos do trabalho pedagógico do (a) professor mediador (a) no curso PIE/FE-UnB"

AUTOR(ES)
DATA DE PUBLICAÇÃO

2007

RESUMO

This research has its central focus on the teaching work, in the context of formation of teachers, of mediator-teachers in the course Pedagogy for teachers at the beginning of school (PIE), done at the Faculty of Education of Universidade de Brasília, together with the Education State Secretary of Distrito Federal, authorized by MEC in the modality of Distance Education. The research focused on the following problem: how the work of the mediator-teacher develops inside the PIE course, identifying its most prominent features, challenges, limits, contradictions. The investigation took place between 2002 and 2005, at Universidade de Brasília. For its methodology, it was based on a qualitative research, in a socio-historic perspective and emerging as categories are the following dialectic pairs: scientific knowledge/practical knowledge, maintenance/change, objective/subjective conditions. The data collection was done through in loco participating observations of the work of the mediator-teacher (pedagogical coordenation and classroom); group interviews, questionnaries applied to teachers taking the course as well as to mediatior-teachers. The process of analysing the evidences was sustained by the analysis of content as a method to access the information that surpasses appearences, having as a fundamental procedure the theme analysis. The events led us to some discoveries: aspects related to theory/practice are still big challenges, considering there is a great fragility in the epistemological aspect of the formation, since having the mediator as a generalist does not on its own break the disciplinarization and fragmentation of knowledge; the work of the mediator-teacher is put in a position of transition between the traditional and the transformer (intensification and precariousness of the work; adverse material conditions; indiscriminate use of ?dynamics?, ?experiences? and ?techniques?, which indicates a kind of pragmatism, pedagogical coordenation as space/time of organization of collective work). The subjective conditions indicate that the identity of the mediators presents itself in process, into a movement of the proper histority of the course and from the pedagogical work developed by the same ones, living moments when they are forming teachers and, concomitantly, they are formed. the concern with the domain of knowlegde in a consistent way was present in all the temporality of the research, that delineates one of the basic aspects at the mediator´s work and that, therefore, intervenes with its subjectivity and the materiality of its work

ASSUNTO(S)

trabalho docente formação docente pratica pedagogica mediação pedagogica

ACESSO AO ARTIGO

Documentos Relacionados