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Master's Dissertation
DOI
Document
Author
Full name
Yuna Lelis Beleza Lopez
E-mail
Institute/School/College
Knowledge Area
Date of Defense
Published
Ribeirão Preto, 2019
Supervisor
Committee
Rivas, Noeli Prestes Padilha (President)
Pedroso, Cristina Cinto Araujo
Pinto, Umberto de Andrade
Zan, Dirce Djanira Pacheco e
Title in Portuguese
Implicações das normativas do Conselho Estadual de Educação nos cursos de Pedagogia do Estado de São Paulo
Keywords in Portuguese
Curso de pedagogia
Dispositivos legais
Formação profissional docente
Abstract in Portuguese
O modelo atual do curso de Pedagogia foi delineado a partir da Lei de Diretrizes e Bases da Educação Nacional (nº 9.394/1996) e das Diretrizes Curriculares Nacionais para o Curso de Graduação em Pedagogia (Resolução CNE/CP nº 1/2006). Legalmente ficou definido o papel do pedagogo como o profissional que tem a docência como base de sua formação, estando apto para atuar tanto na Educação Infantil, Ensino Fundamental Anos Iniciais, quanto na gestão dos processos educativos escolares e não escolares e na produção e difusão do conhecimento científico e tecnológico do campo educacional. Sendo assim, ficou determinado o papel do pedagogo como o profissional que tem a docência como base de sua formação a qual ocorre principalmente no curso de Pedagogia. A presente pesquisa teve como questão fundante refletir acerca das decorrências dos meios legais do Conselho Estadual de Educação (CEE/SP) nos cursos de Pedagogia do Estado de São Paulo (públicos estaduais). Tendo em vista que o órgão promotor da política do conhecimento oficial é o CEE/SP, questiona-se acerca das (re)formulações curriculares desses cursos de Pedagogia (quem ou o quê define a pauta em Educação?). No entanto, infere-se sobre a configuração das Deliberações do CEE/SP, a qual encaminha os cursos de Pedagogia ao esvaziamento da formação crítica e científica, à dicotomia entre teoria e prática de ensino; à dissociação entre pesquisa e ensino, entre outras determinações. Apesar de as reformulações dos currículos ocorrerem de modo verticalizado por meio das normativas que tendem a seguir orientações de organismos internacionais multilaterais, considera-se que há espaço para debate e disputa, pois o desenho da organização curricular expressa uma intenção educacional. No percurso metodológico, a investigação pautou-se no levantamento bibliográfico que desse suporte para a análise documental, bem como de uma revisão da literatura relacionada à política de formação docente. O estudo foi desenvolvido mediante uma pesquisa qualitativa de natureza exploratória por meio de estudos de casos múltiplos e análise de conteúdo dos projetos políticos pedagógicos desses cursos
Title in English
Implications of the regulations of the State Council of Education in the courses of Pedagogy of the State of São Paulo
Keywords in English
Course of pedagogy
Legal devices
Professional teacher training
Abstract in English
The current model of the Pedagogy course was delineated from the National Education Guidelines and Bases Law (9.394 / 1996) and the National Curricular Guidelines for the Graduation Course in Pedagogy (CNE Resolution CP / 1/2006). Legally defined the role of the pedagogue as the professional that has teaching as the basis of their training, being able to act both in Early Childhood Education, Early Years, as well as in the management of school and non-school educational processes and in the production and dissemination of the scientific and technological knowledge of the educational field. Thus, the role of the pedagogue was determined as the professional who has the teaching as the basis of his training which occurs mainly in the Course of Pedagogy. The present research had as fundamental question to reflect about the consequences of the legal means of the State Council of Education (CEE / SP) in the courses of Pedagogy of the State of São Paulo (state public). Given that the body that promotes the official knowledge policy is the CEE / SP, it is questioned about the curricular (re) formulations of these courses of Pedagogy (who or what defines the agenda in education?). However, it is inferred on the configuration of the deliberations of the CEE / SP which directs the courses of Pedagogy to the emptying of the critical and scientific formation, to the dichotomy between theory and practice of teaching; to the dissociation between research and teaching, among other determinations. Although reformulations of curricula occur vertically through regulations that tend to follow guidelines of international multilateral organizations, it is considered that there is room for debate and dispute, since the design of the curricular organization expresses an educational intention. In the methodological course the research was based on the bibliographical survey that gave us support for the documentary analysis, as well as a review of the literature related to the policy of teacher training. The study was developed through a qualitative research of exploratory nature through multiple case studies and content analysis of the pedagogical political projects of these courses
 
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Publishing Date
2019-10-29
 
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