Pelo diálogo entre a universidade e a Educação Básica: um estudo sobre as licenciaturas da UFSCar - campus Sorocaba

Abstract

This investigation deals with University, Basic Education and the interaction between both, aiming to establish relations between the actions planned and / or developed by the Undergraduate Courses at UFSCar - Sorocaba campus, which aim to bring the two levels of education closer. It is a qualitative research, like a case study, that considered UFSCar - Sorocaba campus as the epistemological place. The theoretical-methodological axis consists of a specialized bibliographic survey on the subject at the Bank of CAPES Theses and Dissertations and other platforms such as Scielo, Redalyc, Google Scholar, among others, and the documentary analysis of the Pedagogical Projects of the Licentiate Courses. As a data collection instrument, interviews were chosen, which followed with a semi-structured questionnaire, complemented by the characterization of the respondents. Using content analysis to understand the respondents' speeches and feedback, six Undergraduate Course Coordinators and one former coordinator were interviewed, totaling seven respondents. It was observed in the most recent research, that the relationship between school and university, as a collaborative learning process, establishes a connection between actions and discourses, enabling the constant renewal of knowledge. The survey results revealed that the relationship between the university and basic education is necessary and relevant, however, it is still insufficient. In the respondents' perception, the dialogue is well below expectations and there are several factors that hinder the overwork of teachers, the lack of an institutional policy at UFSCar - Sorocaba campus, which is more structured and effective on this issue; the lack of clear and explicit prediction in university documents of how this relationship between courses and basic education will take place; difficulty of access and dialogue with the municipal and state education departments, in short, challenges that need to be overcome internally and externally, so that there is greater dialogue between the two levels of education.