As bases didático-pedagógicas no contexto de formação dos cursos de licenciaturas da Unioeste campus de Cascavel – Pr

Abstract

This work deals with the theme of teacher education and its main objective is to understand if the didactic-pedagogical and cognitive cultural knowledge are articulated in the undergraduate courses of the State University of the West of Paraná - UNIOESTE, Campus of Cascavel, Paraná, Brazil. In order to do so, we consider the studies of Gatti (2010) and Saviani (2009) that deal with historical and theoretical aspects of teacher education and point to the issue that at various moments in the history of Brazil, teacher education were worked in a disjointed way, sometimes overlapping each other. Knowing this, we started from the hypothesis that this historical fragmentation of knowledge or even the preconception of a certain area of knowledge that permeated the process of teacher formation in the twentieth century could still present a problem in the courses of teacher training for basic education. Methodologically, this work was carried out through field research, using as a technique the use of questionnaires that were applied to forty undergraduates (2011 to 2015) of the Mathematics, Literature and Language, Biological Sciences, Pedagogy and Nursing courses from UNIOESTE, Cascavel-PR, who have already exercised or who still practice teaching in basic education in the public or private teaching network. As a data analysis technique, we used the french line Discourse Analysis theory structured by Michel Pêcheux (1988). From the collection and organization of data, we analyze the effects of meanings present in the discourses of the research subjects, basing them theoretically. From the collection and organization of data, we analyze the effects of meanings present in the discourses of the subjects, substantiating them theoretically. We believe that rethinking the organization of licentiate courses at the study lócus is a necessity, as well as knowing the way in which pedagogical training has been approached in these courses and evaluating what has resulted from a training focused on determined area. We hope that actions aimed at a more articulated formation, based on the multiplicity of teaching knowledge is the focus of teacher training and that concepts and curricular structures can be overcome.