This work analyzed the existing relations between the formation and the praxis of the pedagogue with the process of teaching learning and curriculum, with teachers of 1st year of Elementary School I, in a municipal school of Boa Vista-RR, through a research participant, with an exploratory characteristic, under a qualitative approach, to characterize the work of these educators, considering the relevance of their university education, their pedagogical actions that are established, as is known, from the application of a formally established curriculum nationally and materializes an educational process defined as a “real curriculum", with the obstacles that present themselves as daily challenges of teaching practice. The research selected strategic concepts for understanding the relationship between teacher training and practice in the classroom; investigated how teaching is constructed, by appropriating or not the knowledge of the common curriculum of Pedagogy courses; identified the pedagogue’s praxis in the researched school; and described contributions of the appropriation of the Higher Education in Pedagogy curriculum to the educational process of the 1st year of Elementary School I. For this, a literature review was carried out, through which a state of knowledge was produced, with a view to bringing to reflections other constituent elements of teaching, in addition to those conventionally known as pedagogical. The subjects were (06) teachers working in the classroom of the 1st year of Elementary School and as a data collection technique, interviews were applied, with semi-structured questionnaires in the format of dialogues and debates, described as moments of sharing of knowledge, anxieties, expectations and disappointments regarding the researched educational context. In the treatment of the data, Bardin’s content analysis (1979) was used, as it allowed deepening the considerations about the hidden elements in the communications, going beyond the simple technical readings of explicit records in the interviews. Subsequently, the results of the research were opposed to the theoretical framework exposed in this text. In conclusion, the research found practices paralyzed by the teaching program adopted by the municipal network and a setback opposed to current legislation, which defines the right to plurality of pedagogical ideas, in items II and III of article 206 of the Federal Constitution. In this context, a lack of appropriation of the training curriculum in Pedagogy was perceived, mainly referring to philosophical (epistemological) training. The theoretical analyzes were coined from the understanding of critical thinking in Education, the Frankfurt school and French post-structuralism, in their influences in the construction of a decolonial critique. The concept of becoming was used in the understanding that the educational actions experienced in a school materialize, not only through curricular knowledge, but include the academic and human formation of the teacher - consequences of the curricular structure of his formation, of the apprehensions that he did as an academic, involving all the constituent elements of his history as a human being, and the educational context arising from a colonizing Eurocentrist Education, in addition to the daily family and cultural experiences of the students, with all the visible and non-visible elements of their stories and encounters.
|
