As disciplinas de história da educação na UAB/UFSCar: possibilidades para a graduação em pedagogia e para a formação de professores
Batista, Aldrei Jesus Galhardo
MetadataShow full item record
This work aimed at understanding the role of the disciplines of History of Education of Pedagogy by Distance course from the Brazil Open University Program at the Universidade Federal de São Carlos, in his first four offers for the formation of educators. The theme chosen is justified amid a context of devaluation of formation courses such as Foundations of Education courses in Pedagogy before the postmodern paradigm of education in the world and in Brazil. I chosen to do the work guided by bibliography retrieval about the theoretical critical Works based on Dermeval Saviani, José Carlos Libâneo, Selma Garrido Pimenta, Bernadette Gatti, Elba Smith and Miriam Baker Warde, and legislation relating to formation courses and distance education and on the other count on statements from students, virtual tutors and teachers participating in the disciplines of History of Education I and II of the UAB / UFSCar in the search for the synthesis of multiple determinations of disciplines. Thus, the procedure followed was one that considers a singular phenomenon on its universal context in which both form an organic unity. I started from the resumption of the history of Teacher Formation and Pedagogy in Brazil and then to address the National Curriculum Guidelines of Teacher Formation and Pedagogy. The situation of Brazilian higher education in XXI century and with an emphasis on public policies for the growth of distance education, beyond to traditional models of distance education. Presented the situation of studies in History of Education as a field of science and reality (historical) in the disciplines of History of Education in formation courses and Pedagogy, and then present the disciplines within the context of Pedagogy course in UFSCar. Finally, you can find a resumption of all studies from the testimony of the participants with reference to the theoretical frameworks used in previous chapters. So, we can conclude that the UAB Pedagogy course / UFSCar, as well as their subjects of History of Education, constitutes positive experiences and are a reference for the formation of educators in the midst of a context in spite of the numerous problems that need to be overcome by distance education.