Laurizete Ferragut Passos

DESENVOLVIMENTO PROFISSIONAL DE FORMADORES DE PROFESSORES INICIANTES DOS CURSOS DE LICENCIATURA

The research assumes that the presence of a renewed faculty has been working in the Teaching Degree and Pedagogy courses, specific contexts of initial teacher training. These training teachers are starting a career in higher education and part of them carries significant experience as a teacher of basic education. Knowing what constitutes the professional development of this trainer, beginner in a segment, higher education, and experienced in another, basic education, and reflect on the perception of their performance and their role as trainers of future teachers constituted the research objectives. For this article we will analyze the interview data from a beginning teacher in the Bachelors Degree. The text is provided by the studies by Marcelo Garcia (1999); Day (2001); Wedge (2005); Imbernon (2009, 2011); Vaillant and Marcelo (2012); among others. The results show that the teacher realizes the process of their professional development to be always in progress, non-linear, crossed by different factors, with a permanent feeling of incompleteness; recalls the importance of the work period in basic education schools for their professional development and performance as a teacher trainer.

The statistics discipline in the pedagogy course at USP: a historical approach

This article presents a historical approach to the statistics discipline in the pedagogy course at Universidade de Sao Paulo USP (1939-1999). The aim was to investigate the origins of the discipline, its content, methods and role in the training of pedagogues. Document analysis and oral history were used as methodological resources. Based on the history of the curriculum, the research dialogued especially with the central ideas of Ivor Goodson, understanding the curriculum as a social construct and investigating how and why certain knowledge is (or is not) taught in a particular historical context. It was found that the statistics discipline was considered very important for the education field in the first half of the twentieth century, since it contributed to the production of diagnoses for the planning of public policy, to the work of school inspection and the classification of students. Originating in undergraduate school management courses of Instituto de Educacao, Universidade de Sao Paulo in the 1930s, the statistics discipline gained ground in the pedagogy course, created in 1939, remained in the curriculum, although it underwent several curricular changes. Since the 1980s, it began to suffer limitations in the educational field, due to the focus of educational research, which gradually lost its quantitative nature, or due to the redefining of the pedagogy course, which started advocating for teaching as the basis for the training of pedagogues.

A disciplina estatística no curso de pedagogia da USP: uma abordagem histórica

Este artigo apresenta uma abordagem historica acerca da disciplina estatistica no curso de pedagogia da Universidade de Sao Paulo – USP (1939-1999). O objetivo foi investigar as origens da disciplina, os conteudos e metodos propostos e seu papel na formacao do pedagogo. A analise documental e a historia oral foram utilizadas como recursos metodologicos. Fundamentando-se na historia do curriculo, a pesquisa dialogou especialmente com as ideias centrais de Ivor Goodson, ao compreender o curriculo como construcao social e investigar como e por que certo conhecimento e ensinado (ou nao) em determinado contexto historico. Constatou-se que a estatistica foi considerada muito importante para a area educacional na primeira metade do seculo XX, por contribuir com a producao de diagnosticos para o planejamento de politicas publicas, com os trabalhos de inspecao escolar e com a classificacao de alunos. Com origem nos cursos de administradores escolares do Instituto de Educacao da Universidade de Sao Paulo nos anos 1930, a estatistica ganhou espaco no curso de pedagogia, criado em 1939, mantendo-se presente no curriculo, ainda que tenha passado por varias reformulacoes curriculares. A partir dos anos 1980, comecou a sofrer limitacoes no campo educacional, seja pelo enfoque das pesquisas educacionais, que perderam gradualmente o cunho quantitativo, seja pela redefinicao do curso de pedagogia, que passou a defender a docencia como a base da formacao do pedagogo.