Racionalidades Pedagógicas que Fundamentam a Licenciatura em Educação do Campo

Pedagogical rationalities which found the bachelor in education of the field

Resumo

RESUMO: O estudo em referência decorre de pesquisa de doutorado, desenvolvida
junto ao Programa de Pós-graduação em Educação da Universidade Federal do
Piauí (UFPI), a qual analisa as mudanças da prática educativa de professores que
trabalham em escolas do campo após a participação no Curso Licenciatura em
Educação do Campo (LEdoC). O recorte apresentado objetiva discutir as diferentes
racionalidades pedagógicas que orientam os processos formativos do curso de
Licenciatura em Educação do Campo da Universidade Federal do Piauí, Campus de
Teresina. As discussões que embasam as referidas etapas, encontram-se apoiadas
em teóricos, como: Contreras (2012), Formosinho (2009), Freire (2013; 2014),
Molina; Hage (2015), Pérez Gómez (2000), Pimenta; Lima (2012), entre outros. Na
produção dos dados, empregou-se a análise documental, proposta por Richardson
(2012). Os resultados apontam que diferentes perspectivas fundamentam a
formação e prática educativa de professores, evidenciando a complexidade do ser
professor e a necessidade de que esse profissional adquira/desenvolva um leque de
conhecimentos e saberes necessários ao exercício de sua profissão, assegurando a
efetividade e qualidade social da ação educativa.

Palavras-chave: Formação de professores. Racionalidade pedagógica. Prática
docente.

ABSTRACT: This study is based on a PhD research developed by the Postgraduate
Program in Education of the Federal University of Piauí (UFPI), which analyzes the
changes in the educational practice of teachers working in rural schools after
attending the course Degree in Field Education (LEdoC). The clipping presented
aims to discuss the different pedagogical rationalities that guide the formative
processes of the Undergraduate Course in Field Education at the Federal University
of Piauí, Teresina Campus. The discussions that support these stages are supported
by theorists such as: Contreras (2012), Formosinho (2009), Freire (2013; 2014),
Molina; Hage (2015), Pérez Gómez (2000), Pimenta; Lima (2012), among others. In
the production of the data, we used the documentary analysis, proposed by Richardson (2012). The results point out that different perspectives base the
formation and educational practice of teachers, evidencing the complexity of being a
teacher and the need for this professional to acquire / develop a range of knowledge
and knowledge necessary for the exercise of their profession, ensuring the
effectiveness and social quality of educational action. Thus, the challenge is not only
for the Degree in Field Education, but also for all policies of teacher training, is to
develop training processes that provide mastery of the knowledge of the area that
teaches and the methodology to teach, ensuring that the formation is based on
principles such as reflection and criticality, so that the educator reflects and becomes
aware that his responsibility is with the student and the community in which he is
inserted.

Keywords: Teacher education. Pedagogical Rationale. Teaching practice. Training.
Rationality. Politics.