Pedagogia/pedagogo nas produções acadêmicas das Universidades do Paraná de 2000 a 2014: reflexões preliminares

Abstract

The objective of this study is to conduct a survey on the academic production (theses and dissertations) that analyze the pedagogical coordinator of school function. The data collected refer to the academic production (theses and dissertations) available in the digital collection of the websites of the graduate programs in education of the University of Paraná, in the period 2000 to 2014. It has been as an object of this work, research that have as central object pedagogy (science education) or the pedagogue, to answer the central question of this research: What are the strict sense productions available that speak of the pedagogical coordinator of school function? What are the productions of Education and Educator and which topics are related? To this end, we conducted literature on the science of pedagogy and the pedagogy course of history in the first chapter, as initially proposed research is to answer questions related to the role of the Pedagogical Coordinator of the Public Education Network School in Cascavel. Later we remodeled our research to the academic productions, and this literature remains in our work given their relevance. In the second chapter we present an overview of the research methodology "state of art" according to the authors FERREIRA (2002) and COSTA, SILVA and Carvalho (2014). We found that the theme Pedagogy / educator is present in the master's degrees and doctorates productions, with the greatest concentration occurs in academic master's productions. However, we note that although we have productions at different periods in Paraná universities, we note that the percentage of those for the whole of production is still low, given the importance of research and reflections that allow us certainly move forward in our pedagogical praxis . The present topics in the titles of these productions, as well as summaries and the issues are related to the course of pedagogy, teacher training and the historical-critical pedagogy, among others. We also note, most recurrent themes in certain institutions, such as pedagogy linked to the theory of Paulo Freire and the historical-critical pedagogy. With no claim to exhausting the topic, our research aims to collaborate on analysis and products that contribute to improving our understanding of pedagogy and the role of educator.