Educação e formação para a construção da Cidadania no curso de Pedagogia de uma IES privada
Miniatura indisponível
Ficheiros
Data
2022
Autores
Título da revista
ISSN da revista
Título do Volume
Editora
Resumo
Os professores das Instituições de Ensino Superior (IES), no Brasil, desempenham um papel importante, ao promover a aprendizagem e o desenvolvimento dos estudantes, preparando-os para desempenharem um papel ativo em sociedade. Por isso, é essencial aprofundar a pesquisa sobre a Educação para a cidadania, reforçando a formação de futuros profissionais, reflexivos e críticos, tanto a nível da formação inicial (estudantes), como da formação continuada (professores). Assim, este estudo tem por objetivo analisar o contributo de práticas centradas no estudante e na Educação para a Cidadania, em interrelação com a formação docente, na perspetiva de estudantes e professores do curso de Pedagogia de uma IES privada de Aparecida de Goiânia. Atendendo às características do estudo de caso, a metodologia é predominantemente qualitativa, privilegiando uma análise aprofundada, tanto dos documentos estruturantes da IES, como das opiniões dos participantes, tanto estudantes como professores.
Os resultados do estudo comprovam que é possível implementar, no Curso de Pedagogia, uma Educação de qualidade, quanto à formação de futuros docentes, através de um processo reflexivo e o trabalho colaborativo entre professores e estudantes. Contudo, a pesquisa permitiu igualmente verificar que o ensino expositivo ainda se mantém, pelo que é necessário mais formação continuada, focando o desenvolvimento do estudante como profissional e cidadão. Assim, é essencial a formação reflexiva, para a construção de uma Educação para a cidadania, pois através do pensamento crítico é possível alcançar mais qualificação profissional e a consolidação de valores em sociedade.
Palavras-chave: Curso de Pedagogia; formação docente; reflexão; Educação para a Cidadania; Instituição de Ensino Superior
Teachers at Higher Education Institutions (HEIs) in Brazil play an important role in promoting student learning and development, preparing them to play an active role in society. Therefore, it is essential to deepen the research on Education for citizenship, reinforcing the training of future professionals, reflective and critical, both at the level of initial training (students) and continuing training (teachers). Thus, this study aims to analyze the contribution of student-centered practices and Education for Citizenship, in interrelation with teacher training, from the perspective of students and teachers of the Pedagogy course of a private HEI in Aparecida de Goiânia. Given the characteristics of the case study, the methodology is predominantly qualitative, favoring an in-depth analysis of both the structuring documents of the HEI and the opinions of the participants, both students and teachers. The results of study prove that it is possible to implement, in the Pedagogy Course, a quality education, regarding the training of future teachers, through active methodologies focused on the student, and through reflection and collaborative work between teachers and students. However, the research also made it possible to verify that the expository teaching is still maintained, so more continuous training is needed, focusing on the development of the student as a professional and citizen. Thus, reflective training is essential for the construction of an Education for citizenship, because through critical thinking it is possible to achieve more professional qualification and the consolidation of values in society. Keywords: Pedagogy Course; teacher training; reflection; Education for Citizenship; Higher Education Institution
Teachers at Higher Education Institutions (HEIs) in Brazil play an important role in promoting student learning and development, preparing them to play an active role in society. Therefore, it is essential to deepen the research on Education for citizenship, reinforcing the training of future professionals, reflective and critical, both at the level of initial training (students) and continuing training (teachers). Thus, this study aims to analyze the contribution of student-centered practices and Education for Citizenship, in interrelation with teacher training, from the perspective of students and teachers of the Pedagogy course of a private HEI in Aparecida de Goiânia. Given the characteristics of the case study, the methodology is predominantly qualitative, favoring an in-depth analysis of both the structuring documents of the HEI and the opinions of the participants, both students and teachers. The results of study prove that it is possible to implement, in the Pedagogy Course, a quality education, regarding the training of future teachers, through active methodologies focused on the student, and through reflection and collaborative work between teachers and students. However, the research also made it possible to verify that the expository teaching is still maintained, so more continuous training is needed, focusing on the development of the student as a professional and citizen. Thus, reflective training is essential for the construction of an Education for citizenship, because through critical thinking it is possible to achieve more professional qualification and the consolidation of values in society. Keywords: Pedagogy Course; teacher training; reflection; Education for Citizenship; Higher Education Institution
Descrição
Orientação: Maria Nazaré Castro Trigo Coimbra
Palavras-chave
MESTRADO EM CIÊNCIAS DA EDUCAÇÃO, EDUCAÇÃO, EDUCATION, PEDAGOGIA, PEDAGOGY, FORMAÇÃO DE PROFESSORES, TEACHERS EDUCATION, CIDADANIA, CITIZENSHIP, ENSINO SUPERIOR, HIGHER EDUCATION