Trabalho e educação: precarização da formação e profissão do pedagogo na Faculdade de Educação da Universidade Federal do Amazonas

Abstract

The present thesis is entitled "Work and Education: the precariousness of the education and profession of the pedagogue in the Faculty of Education of the Federal University of Amazonas", whose theoretical foundations had the contribution of Marx (1997), Gramsci (1980), Leher e Lopes (2008), Kuenzer (2011) Gatti, Barreto and André (2011), and Antunes (2011). The corpus was constituted by 16 teachers and 6 graduates of Faced / Ufam. The research starts from the documentary analysis of the CPP of Faced / UFAM as a policy of training the pedagogue that joins or not the profession and the field research carried out in municipal schools. The method of approach of this study was based on the concepts of Historical and Dialectical Materialism and on the emergent categories, elaborated from the Textual Discursive Analysis (ATD), by Moraes and Galiazzi. Work, education, training and profession were the categories that guided the thesis. The graduates stated that there are practical training gaps to confront daily school life and confirm that the theory worked in undergraduation for elementary school does not meet the needs of the classroom. From terms of the egresses emerged terms as "survival" for the conception of work and, for profession, "exercise" and "attribution of function", terms that limit and, before the course, precarious labor relations. The majority of professors have revealed that their conceptions retake the PPPC, that the categories are interconnected theoretically, but, disjointed in practice. Of the 77% of these, the reform of the Pedagogy course emerged from neoliberal adjustments, 72% argued that there is a precariousness of working conditions and a devaluation of the pedagogue, 38% stated that the articulation of training with the profession does not occur, 61% Pedagogical dimensions are not effective in the training and 68% stated that the profile of the course is teaching; Also highlighted: a) weaknesses due to lack of articulation and lack of clear policies of sociability between teaching, research and extension; B) need to reformulate the course; C) failure to meet educational needs; D) lack of emancipatory conception in PPC; E) emphasis on the vision of market education. The DCNs endorse the precariousness of the formation and profession of the pedagogue by legitimizing various fields of action. "Faced / UFAM teachers are negatively concerned about the precariousness of working conditions in the course of Pedagogy, and even if the graduates indicate satisfaction with the theoretical training of the Faculty of Education of the Federal University of Amazonas, they reveal weaknesses in the practice of the profession in elementary School". The thesis promotes discussion, confirms the precariousness of the pedagogue's profession and suggests a curricular proposal for the Faced / UFAM Pedagogy Course, with the aim of contributing to the differentiated training that addresses the gaps in elementary education.