ANALYSIS OF THE POLITICAL PEDAGOGICAL PROJECT OF THE PEDAGOGY COURSE: A SEARCH FOR THE REFLECTIVE PROFESSOR

• Grant number: 08/00823-9
• Support Opportunities: Scholarships in Brazil - Scientific Initiation
• Start date: September 01, 2008
• End date: August 31, 2009
• Field of knowledge: Humanities - Education - Specific topics in Education
• Principal Investigator: Vera Lucia Messias Fialho Capellini
• Grantee: Flavia Ribeiro Zanella
• Host Institution: Faculdade de Ciências (FC). Universidade Estadual Paulista (UNESP). Campus de Bauru. Bauru , SP, Brazil

Abstract

This study was motivated by fidgets during the graduation especially after reading the Pedagogical-Politician Project of the Course of Pedagogy at UNESP - Bauru. Several questions started permeating of how would be the daily routine of a future educator: which would be the best formation? What in fact, is it present in the Pedagogic Political-Projects of this course and its changes? Which was the expected profile in the project of the course and which were the changes after that the re-structure was implemented? Which was the expected profile by the public chains on their contests? Has the thematic of reflective professor in the lines of direction for the licentiates been contemplated on the resumes? This way, this study was conceived objectifying to analyze the Pedagogic Political-Project of Course of Pedagogy at UNESP - Bauru, in which it refers to the curricular grating, as well as the present recovered in 2006, which one started in 2007, according to its theoretical foundation and in which gauge the thematic of the reflective professor that has been evolved on the New Guidance of Pedagogy has been contemplated, beyond of comparing the profiles of the projects with the expected ones on the last contests of São Paulo State chain and the municipality of Bauru.It will be make use of the documental research. On this research, it will be approached the matter of what would be the knowledge that the Graduation in Pedagogy of UNESP- Bauru should provide to the formation of autonomous, reflective and participative pedagogic. Thus, it is expected to contribute for the improvement of the discussions involving the formation of professors in a reflexive perspective.