TCC - Licenciatura em Pedagogia (UAG)
URI permanente para esta coleçãohttps://arandu.ufrpe.br/handle/123456789/2962
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Item O curso de Licenciatura em Pedagogia da UFRPE/UAG: reflexões a partir da análise dos discentes(2019-11-18) Paulino, Charlyne Chrisciane Xavier Ferreira; Barra Nova, Taynah de Brito; http://lattes.cnpq.br/1093805068631305; http://lattes.cnpq.br/9123095424613267Teacher education has been guaranteeing space in educational debates, mainly due to its almost direct link to the quality of Basic Education. In this event are included the reflections on the curricular proposals of the Pedagogy courses, the role of the pedagogue and the curricular formation required for the profession. Our research is supported by Souza (2009), who contributes to the debate by questioning the concept of formation that undergraduate courses assume, and especially the role of the University as a locus for teacher education. Assuming Souza's constructs (2009) as our theoretical framework, our research proposes as problematic to answer the following question: What meanings are attributed to the UFRPE / UAG Degree in Pedagogy by its students? Thus, in order to respond to the instigations, we present as a general objective the analysis of how the UAG / UFRPE Degree in Pedagogy is understood by its students; and as specific objectives: a) identify the profile of the student of Pedagogy Degree at UFRPE / UAG; and b) know the meanings attributed to the UAG / UFRPE Pedagogy Degree course by their students. The research was developed at the Federal Rural University of Pernambuco, at the Garanhuns Academic Unit. As a data collection instrument we used the Student Identification Questionnaire and the Free Word Association Technique, applied to 137 undergraduates of the referred course. We use Content Analysis to guide our interpretation of data (BARDIN, 2011). Our findings point to the female predominance among undergraduates, with an age range of 20-29 years, residents of surrounding cities to Garanhuns / PE and dependent on some type of student support (such as scholarships). The Free Word Association Technique made it possible to approximate the meanings attributed by the students to the course. Our analysis linked these meanings to four Semantic Fields, namely: I - Senses attributed to formation; II - Reflections of educational problems; III - Teacher training curriculum; IV - Challenges of the University in teacher education.Item Escola do campo: sentidos atribuídos pelos professores do campo do Distrito de Miracica, Garanhuns - PE(2019-02-12) Diniz, Hohana Cibelle Cavalcanti; Barra Nova, Taynah de Brito; http://lattes.cnpq.br/1093805068631305; http://lattes.cnpq.br/0801004781433805The Rural Education (Countryside) is a modality of the Brazilian education directed to the populations of the field and predicted with adaptations to the peculiarities of the life in the Countryside and to the specifics of each region. Legally, Guidelines point out particular orientations for essential aspects to the organization of the pedagogical action performed in the Rural Schools, encompassing curricular contents and methodologies appropriate to the real needs and interests of the students attended; and encourage institutions to create their own school organization, such as the adaptation of the School Calendar to the productive phases of the population served and the climatic conditions. This work had as objective to analyze how the teachers who work in the Rural School in Garanhuns, in the District of Miracica, understand the Rural Education (Countryside). The text presents the advances that the education offered to the populations of the field suffered from the decade of 1930, focusing on the active participation of the social movements in the protagonism of the educational achievements of the populations of the field . The research was carried out in the city of Garanhuns / PE, with 57 teachers from Rural Education (Countryside) in the District of Miracica. We used the questionnaire and interview as collection tools, and Content Analysis guided our interpretation of the data. Through the questionnaire we approach characteristics of the profile of the faculty of the District, identifying, predominantly, a female and young group with Higher Education. The interviews showed that these teachers understand that the Rural School has the role of strengthening the local identity of the student, carrying the potential to offer a better quality of life to the public served and, consequently, to encourage the populations of the field to stay in rural school. For teachers, the Rural Education (Countryside) should consider the local identity characteristics within pedagogical making, although the challenges faced by those who commit themselves to try to do so, such as the existence of a single Pedagogical Proposal for all schools in the municipality and the absence of a School Calendar for the Rural Education (Countryside).