As práticas de ensino na formação do trabalhador docente no curso de pedagogia do PARFOR na Universidade Federal do Tocantins-Campus Araguaína

Abstract

The main objective of the present study is to analyze from the look of the graduating teachers in the PARFOR Pedagogy Course at UFT, Campus/Araguaína, Tocantins, if the teaching practices of professors in the course have articulated the experiential knowledge of social life and teaching work of students with academic training. We start from the hypothesis of the educational practices developed in the PARFOR Pedagogy course, campus Araguaína, have been carried out in a way that is disconnected from the reality of the students, as well as from pedagogical mechanisms and attitudes that makes learning difficult at times of formation. The qualitative research was based on the Case Study, using bibliographical review, documentary analysis and empirical research. To obtain the data we used as collection techniques and the semi-structured interview. Based on the data obtained, we organized our analyzes in five categories that identify the educational practices in the PARFOR Pedagogy Course in Araguaína, nominated: affection; relationship between knowledge; teaching methodologies, teacher/student relationship, training as a political act. From these, we have identified that the educational practices carried out by some of the teachers who form the PARFOR Pedagogy Course in the Campus of Araguaína have not favored the process of the academic formation of the students, considering a set of factors, both of a macrostructural and related the logic of organization and materialization of PARFOR teachers education policy, as well as microstructural factors, related to the development of educational practices that do not add the knowledge and experiences of these workers to the academic/scientific knowledge to contribute to the construction of a wide and humane education, capable of favoring the quality of Brazilian public basic education, as provided in the official document of the plan. The analyzes also showed that the quality of training of PARFOR teaching staff can not be attributed only to the teaching practices of teacher’s trainers, since other macrostructural factors interfere directly in the development of the same.