Educação sem fronteiras: espaço virtual de discussão sobre a atuação do pedagogo na educação não-formal

Abstract

According to the curriculum guidelines of the Ministry of Education, which deal with the offer and operation of undergraduate degree in Pedagogy, at the national level, the training of students of this degree should be directed to their performance in both Formal and Non-Formal education, in the same proportion. However, not always the curricular design of the undergraduate courses takes this in consideration and ends up prioritizing school education as the main field of action of this professional. This is a concern that I have had since graduation and that, with the opportunity of the Master’s in Teaching of PPGCIMES, I was able to intervene by developing an educational product. Specifically, in relation to the Pedagogy undergraduate degree at UFPA, Belém campus, an analysis of its Undergraduate Degree Pedagogical Project, compared to the MEC guidelines, revealed that only one discipline within its entire curriculum design is tasked with working on the issue of the Educator in non-school environments. From this context, we define as a focus question for the research: How to use a virtual space of discussion, within the scope of the UFPA Undergraduate Degree in Pedagogy, to strengthen the debate about the possibility of the Educator acting in Non-formal Education environments? To answer the question, we outlined as the general objective of the work: To develop in the Undergraduate Degree in Pedagogy of the Federal University of Pará, Belém Campus, a virtual space that promotes the reflection of the Educator's performance in Non-formal Education environments; This educational product, a Virtual Discussion Space, was planned, created and developed, considering the reality of the Undergraduate Degree in Pedagogy and the training that it has offered its students, especially in what concerns the preparation for future professional practice, as Educator in social organizations. Thus, set in the Moodle Platform, it brought together elements of Distance Education with the face-to-face actions of the Discipline, in order to promote reflection on the fields of action of the Educator in Non-formal Education. In this sense, a methodological journey of mixed approach was undertaken, involving: bibliographical and documentary research; participant observation; data collection with professors (who act or have already acted in the Discipline) and enrolled students; a session of co-creation; and the elaboration of an authorial method, which was used to validate the product under the prism of four axes: a) Usability and Navigability; b) Content, Materials and Activities; c) User experience; and d) Viability and possibility of implementation. The Method of Evaluation and Validation Procedural and Participatory (MAVALIPP – Portuguese acronym) consists of the definition of validation sessions involving all participants of the educational product that, together, evaluated the fundamental criteria of the product. Finally, a panel of specialist professors was responsible for identifying whether the product met its objectives and had potential to be implemented to the reality of the UFPA’s Undergraduate Degree in Pedagogy in Belém. Each stage of product development brought significant results to the training of students attended, to professors, to the Discipline, to the Course and to the University, in a general way. Among the main repercutions from its use, we have: i) the resignification of the work of the professor of the discipline and his/her involvement with the modality of Distance Education; ii) the first experience in Distance Education, by the majority of students attended; iii) the survey of fundamental requirements and criteria that, validated, may serve as a parameter for the development of new products; iv) the elaboration of an authorial method of evaluation and validation of digital educational platforms; and v) the availability of the final product to be used according to the convenience of the Undergraduate Degree in Pedagogy and also as a model, which can be replicated in other University Undergraduate Degrees.