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Inserção profissional dos egressos da primeira turma de pedagogia da terra da Universidade Federal de São Carlos/ SP (2008-2011)
(Universidade Federal de São Carlos, 2019-03-10) Almeida, Viviane Aparecida Ribeiro de; Bezerra, Maria Cristina dos Santos; https://lattes.cnpq.br/1095065753077001; https://lattes.cnpq.br/7191553750491326
The first course in Earth Pedagogy of the Federal University of São Carlos (UFSCar) is a result of the struggle and demand of the social and trade union movements of the countryside, conceived and carried out through a partnership between Social Movements, UFSCar, National Education Program in Agrarian Reform (PRONERA) and the National Institute of Colonization and Agrarian Reform (INCRA) in order to promote access to education for the population living in the countryside. The study seeks to investigate the professional insertion of the graduates of the first group of Pedagogy of the Earth of the Federal University of São Carlos / SP, expectations and challenges encountered in the period between 2011 to 2018. The research contemplates bibliographical analyzes, documentaries and semi-structured interviews. The cut used for the study on the right to education for the rural population is from the Federal Constitution of 1988, which declares the guarantee of equality of access and permanence in the school to all, however, the offer of state public policies take place under the neoliberalism. In this context, fighting for public policies, even if they are state-owned, enabled the rural population to access, stay and complete the first course of Land Pedagogy of the state of São Paulo at a federal university (UFSCar). Presenting the historical process of the course is the openness to understand the perspectives and challenges faced by the graduates between the academic, professional and personal life inside the camp or settlement between 2011 to 2018, considering the specificities of PRONERA and INCRA that establish criteria capable of include and exclude egress from the benefits and financing available to beneficiaries of Agrarian Reform. The research sought to contribute to studies in the area of education, specifically regarding the contradiction between training policy and the possibility of the settlers and / or camped to practice the profession for which they were prepared.
O Estágio supervisionado como espaço de reflexão na formação inicial de professores: uma análise a partir de um curso de Licenciatura em Ciências Biológicas
(Universidade Federal de São Carlos, 2019-03-10) Correia, Emike Luzia Pereira; Freitas, Denise de; https://lattes.cnpq.br/3330976062026878; https://lattes.cnpq.br/4771138351729123
The main objective of this work was to understand the reflexive formation of a group of graduates in the context of an Discipline of internship, seeking to identify the contents and central themes brought in their reflections. To achieve the proposed objective, we conducted a qualitative research, allied to the case study methodology, using the participant observation technique and document analysis of various materials produced within the discipline, which were: memorial narrative, reflective diary, replanning, questionnaire and discipline assessment. Thus, we understand that during the internship period, undergraduates became involved in reflective processes, overcoming superficial views and moving towards in-depth and critical understandings of some aspects of teaching practice. By analyzing the reflections brought by the undergraduates, we identified some methodological strategies that stood out as potential for the reflective development, such as: memorial narrative, reflective diary, moments of exchanges and discussions in the internship classes at the university and the dynamics of replanning. The results presented here reinforce the importance that teacher training courses provide spaces for graduates to reflect on their experiences and the teaching profession, surpassing uncritical views and moving towards a more reflective and critical posture during their professional performance.
A confessionalidade da educação: o ensino religioso na escola pública
(Universidade Federal de São Carlos, 2019-03-10) Bonfá, Vanessa de Oliveira; Ferreira Junior, Amarilio; https://lattes.cnpq.br/0748545841167046; https://lattes.cnpq.br/4856133743435538
Religious Education is the only subject included in the Brazilian Constitution of 1988, article 210, paragraph 1. Non mandatory, the subject composes the curricular matrix of the last year of Elementary School II cycle (9th year). Under the influence of the Catholic Church, the subject was inserted in the last Brazilian Magna Carta and LDB (1996), but it has been part of the education of this territory since its colonization. In the context of the European overseas expansion of the sixteenth century, the Catholic Church used this new space occupied by its followers a time when it was necessary to gain new church members. The colonies with their pagan natives were the main target of the institution. Based on these assumptions and intending to verify beyond the theoretical approach of study, the central objective of this research is to analyze how Religious Education operates in the state public schools, with a small focus in the municipal schools of Sao Jose do Rio Preto, SP, and how the law influences the format of the social classes. In addition to this purpose is toexpose the ideas of the secular state, illuminist ideals, and the debates generated in the press about the discipline after the approval of the denominational teaching by the STF in 2017. With a conservative approach, the Religious Teaching becomes another way of controlling the professional educator, once student demonstrations come into force in the middle, the teacher is soon pointed out as an incentive for such acts threatening the standards of conduct standardized by the conservative state.