Os saberes necessários à formação para docência na educação infantil e nos anos iniciais do ensino fundamental na concepção do curso de Pedagogia a distância da Universidade Federal de Uberlândia

Abstract

This present dissertation talk over the context of the Teachers Education of the Pedagogy Distance Course of 2009, at Federal University of Uberlandia (UFU), from analyses realized the Pedagogical Project of the course and in the evaluations realize by the Ministry of Education and by the students. For this, the main purpose of this research was study, identify, analyze and systematize the knowledge of the teacher of children education and the early years of the elementary school which were developed in the Distance Pedagogy Course of UFU. Therefore, were realized some considerations about the way the education occurs in the distance model, since it is about a formation in which the professional of education must have solid bases about his behavior and practices in the classroom. To base these perceptions there were analyzed the studies about the professor knowledge of Tardif (2014), Costa (2012), Gomes; Reis (2015), and Formosinho (2011). In addition, to explain the process of the distance formation were considered the studies of Moore; Kearsley (2007 and 2013) and Moran; Mazetto; Behrens (2008).This study was supported by the qualitative approach of research and choose as procedures of research, the bibliographic research in a first stage, which enabled an intense theoretical background about the necessary knowledge to the educational formation, about the process of the constitution of the pedagogy course and about the distance education and its history context. After this, it was based by the documental research to support a data construction, having as documents, the pedagogical project of the distance course of pedagogy of the Federal University of Uberlandia, laws, decrees, ordinances and evaluations of the Ministry of Education and the students. The assessments and analyses realized in the documents indicated that were considered the necessary knowledge to the formation of the teacher in the Distance Course of Pedagogy of this University. In addition, the course had its practice supported for the current needs of the distance education and the students had a consistent formation with the practice which will execute enabling a more assertive, cooperative, socio-educational, intervention in the children education and the early years of elementary school.