Banca de DEFESA: ALINE OLIVEIRA DE CASTILHOS

Uma banca de DEFESA de MESTRADO foi cadastrada pelo programa.
STUDENT : ALINE OLIVEIRA DE CASTILHOS
DATE: 19/12/2025
TIME: 14:00
LOCAL: IFRS - Campus Farroupilha
TITLE:

The pedadogue and undergraduate courses: constitutive resonances in basic education teacher training 

KEY WORDS:

Pedagogue. Teaching. Initial teacher training. Continuing education.

PAGES: 43
BIG AREA: Ciências Humanas
AREA: Educação
SUMMARY:

The research dealt with the teaching of pedagogues in teaching degree courses in an area other than Pedagogy and, in this context, analysed possible constitutive resonances in the training of future teachers of Basic Education. The research was carried out within the scope of a Master's Degree in Basic Education and was conducted based on the following question: “What formative specificities, arising from the teaching carried out by pedagogues in undergraduate courses in an area other than Pedagogy, constitute the future teacher of Basic Education?”. The work was analytically inspired by research inscribed in the field of teacher education, such as the works by Imbernón (2011), Tardif (2014), Nóvoa (2022), and Freire (1996). To produce the materiality, an online questionnaire was used with questions about training and teaching experiences in undergraduate courses. Statements by pedagogical teachers participating in the formative experiment derived from the research were also considered. From the materials produced, analysed in consonance with the legislation
that regulates the Teaching Degree in Pedagogy, an educational product was elaborated, considering a formative matrix that crosses the domains of qualification, socialization, and subjectivation (Biesta, 2013), through the methodology of a laboratory, privileging co-formation, the exercise of thought, experimentation,
craftsmanship, and training as (de)formation (Fabris, 2024), which allowed the establishment of an ethos of formation (Dal'Igna; Fabris, 2015). The argument developed, in dialogue with contemporary studies, points to the power of a collaborative formative process, which exercises thought and rehearses other ways of understanding teaching, also considered as a (de)formative process.

COMMITTEE MEMBERS:
Presidente - DAIANE SCOPEL BOFF
Interna - SAMANTHA DIAS DE LIMA
Externo à Instituição - ELI TEREZINHA HENN FABRIS - Unisinos