O curso de Pedagogia da Faculdade de Formação de Professores da UERJ a partir de narrativas de formação de professoras das infâncias

Abstract

This present investigation belongs to the field of study and work that try to understand and deep the process of teachers formation, but in special the process of universalization of teachers education in a basic education in our country, having like context of investigation the course of pedagogy of College of Graduation of Teachers from State of Rio de Janeiro University. The study on screen has like the objective investigate mainly the facts of formation of four teachers graduated in Pedagogy course from FFP/UERJ, their processes of universalization, intending to understand how a curricular formation gave by the Pedagogy course on screen contributed for their formation and insertion in the professional field as teacher of childhoods. In the developing theoretical-methodological of study, we tried carry out a quantitative study with participative character that gave us the possibility of investigate the form more comprehensible the delimited field of studies: The process of universalization of teachers graduated by the Pedagogy course from FFP/UERJ. In this epistemological context, we chose by the narrative study, because give the possibility to the interlocutors of investigation rebuild their narrative (own) biographic of formation through of a reflexive movement of moments and strong context of process of formation in Superior Level. The process of production of information formed themselves through of methodological proceedings plural, especially through conversations, interviews and documental study, politic and epistemic proceedings that allowed us understand from a way more specific and sensible relevant information about the interlocutors academic experiences without losing the focus on the field and on the objectives of study. We understand that through this study, the participants-teachers socialize their narrative, their process of universalization, the conception that do of course and the contributions of the same in the teacher s practice, become their experience of universalization a locus of suspicion, of problematizationand deepening, especially for all that think of initial and continuous formation of teachers of childhoods in Brazil.