A formação e a atuação do pedagogo : fragilidades e potencialidades do Curso de Pedagogia do Câmpus Luziânia da Universidade Estadual de Goiás

Abstract

This monographic work had as object of study "the formation and the activity of the pedagogue" and is a cut of a research project registered in the Pro-rectory of Research and Postgraduate of the State University of Goiás (UEG), entitled "Formation and pedagogical activity: discussions in the light of the State of Art and the Curriculum "of which I am collaborator and that has the following research problem: what weaknesses and potentialities presented by the state of the art and the curriculum regarding the formation and performance of the pedagogue ? The project came from the discussions of the Group of Studies in Teacher Training and Interdisciplinarity - GEFOPI and, from this, the problematic for this investigation was unleashed: what weaknesses and the potentialities presented by the Course of Pedagogy of Campus Luziânia da State University of Goiás in relation to the formation and performance of the pedagogue? Thus, the general objective was to investigate the fragilities and potentialities presented by the Pedagogy Course regarding the formation and performance of the pedagogue; and the specific objectives: 1. to historicize the Brazilian university and the course of Pedagogy; 2. discuss the elements of formation and performance of the pedagogue, according to Resolution CNE / CP n. 01/2006; 3. Theorize and discuss expanded and multi-purpose teaching and unitas multiplex design; 4. present the historical and pedagogical constitution of the UEG, Campus Luziânia and the Pedagogy Course; 5. analyze the elements of the curriculum that influence the formation of the pedagogue for extended teaching; and 6. analyze the formation and performance of pedagogues in the voice of teachers and academics of the eighth semester of the course. The research approached Historical-dialectical Materialism considering the totality, contradictions and mediations of the object, being a qualitative research , bibliographical, documentary and with the case study, whose theoretical corpus was based on Aranha (1996); Brzezinski (1996); Saviani (1999); among others. In addition to the bibliographic study, the following documents were analyzed: the Institutional Development Plan (IDP); the Institutional Pedagogical Project (PPI); the Pedagogical Project of the Pedagogy Course (PPC); and Resolution CNE / CP n. 01/2006. At the empiria, a mixed questionnaire was applied to the students of the eighth semester of the Pedagogy course and two structured interviews were conducted with the teachers who taught in more than 50% of the subjects taught to the class of the mentioned semester. Based on the research, it is possible to infer that it is important to think if the university curriculum is preparing the pedagogues for action in other environments beyond the classroom, so it is up to the academics to question the composition of the Political Pedagogical Project of the Course, if there is documentary support for such action in outof- school environments, and whether this training / action is broad and critical.