Os cursos de Pedagogia do IFPR: tensionamentos e implicações na formação do(a) pedagogo(a)

Abstract

This dissertation was developed in the Master's program at the Universidade Estadual do Oeste do Paraná (UNIOESTE), linked to the research line "Culture, Educational Processes, and Teacher Training" of the Postgraduate Program in Education (PPGEFB). The object of this investigation focused on the problematization of teacher training for educators, specifically within the context of IFs (Federal Institutes). From this perspective, the objective of this research is to analyze the Pedagogy courses offered at the campuses of Instituto Federal do Paraná (IFPR), as well as the tensions and intersections that permeate the training of educators originating from these institutions. The research was developed under a critical-dialectical perspective, which recognizes the production of the object as originating from the multiple determinations that constitute it. Thus, contradiction, mediation, totality, and historicity were used as categories for this analysis. The chosen methodological procedure was the documentary and bibliographic research, articulated with the analysis of data that was obtained through questionnaires applied to faculty members of the Structuring Teaching Cores (NDEs) of the campuses in Curitiba, Palmas and Pitanga. The analysis was performed through data triangulation, considering documents, theoretical frameworks and the NDEs' understandings of the Pedagogy courses at IFPR. The results highlight the singularity that surrounds the courses and the training of educators in these spaces. Through the Cores’ perspectives, such specificities point to a complex, intriguing, paradoxical, and also promising sphere involving these courses, where institutional, curricular, and formative issues are tensioned regarding a unitary proposal for the training of educators within the scope of IFPR. It was concluded, in this perspective, that the attributed meanings of the Pedagogy courses reveal a heterogeneous formative field, surrounded by intersections that are sometimes established as counter-hegemonic spaces of training and sometimes reproduce discourses and practices. In this intent, such characteristics allow them to differentiate and distance themselves from training in traditional models due to their institutional mission, foundations, and conceptions, as well as their distinct organizational apparatus, capable of enhancing a critical training, socially committed to the local and regional demands in which they are inserted. On the other hand, a common understanding for the training of educators is tensioned within the Pedagogy courses, highlighting the need for greater institutional articulation between courses, as well as the need for updating the PPCs (Pedagogical Course Projects) so that the IFs keep up with professional conditions and consolidate their role in the context of training courses for educators.