Teoria, prática e formação pedagógica no curso de Pedagogia

Abstract

The object of study of this research was the relation of theory and practice in the Pedagogy course of the Unimontes, in order to develop a reflection on the formation of teachers from a brief historicization in Brazil and in Minas Gerais; discuss the possibilities about the relation of theory and practice in teacher formation and also about the conception of theory and practice in pedagogical practice, in the formation of teachers in the Pedagogy Course, having in mind to distinguish the conception of theory and practice that is inserted in the official curricular documents that organize and constitute this Course. It has as thematic the initial formation of teachers and as research problem the following question: What is the relation of theory and practice that guides the pedagogical practice of the teacher in the Pedagogy course of Unimontes? The main goal was to analyze the relation between theory and practice that organizes the pedagogical practice of teachers from the Pedagogy course at Unimontes. The methodological process was guided in the qualitative approach of research in which stages are anchored in the literature review and in the field research through the procedures of documental analysis accomplished in the Curricular Political Project of the Pedagogy Course, in the National Curricular Directives for the formation of teachers and in the semistructured interviews accomplished with the three (03) last didactic coordinators and with teachers of the Pedagogy course of the Unimontes, Campus Montes Claros. The sample was random, not intentional, based on the teachers' return to the e-mails sent. As a result and discussion we have that the pedagogical practice as an action intrinsically related to intentionality demands to know elements that can subsidize our understanding of the educational practice, once that, if the social practice transcends the school institutional space, it is contained in a larger universe of action that is the social diversity; It is fragmented and not aligned with each other in a direction coherent with the philosophical, epistemological and pedagogical vision that is the basis of the Political Pedagogical Project (PPP) of the course as a course of initial formation of teachers. Finally, by partial considerations and recommendations, we argue that the possibility of transforming the contemporary society that massifies and cruelly oppresses the popular class may also be in the educational process in which teacher's contribution is capable of reflecting, building and operationalizing a pedagogical practice that intentionally links his or her teaching action to social practice.