Unidocência: uma análise do trabalho pedagógico de professoras dos anos iniciais do ensino fundamental.

Abstract

This research had as its theme the unidocent sistem as a model of teaching that characterizes the professionalism of teachers who work in the initial years of elementary school. The unidocent teacher also known as a monocent, multipurpose, multidisciplinary has been characterized as a professional who works teaching the various subjects of education (themes like science, literature, art, history, portuguese, geography, mathematics, physical education, and others) that composes the school curriculum of the initial years of elementary education. These teachers have the task of articulating in the teaching process off knowledge in the subjects they teach, aiming at an integral formation of the children. In this sense, interdisciplinarity would be indicated as a principle of formation and performance of the unidocent professional, bringing the unidocent work closer to the presuppositions of a critical pedagogy. The suspicion that unidocent teachers would face difficulties in carrying out a pedagogical work, guided by theoretical and methodological foundations related to a critical pedagogy, led to the questioning of which understanding of unidentified teachers and unidocenters expresses, from the way they plan and Pedagogical work. Thus, the study carried out, of the ethnographic type, sought to understand the processes of unidocent pedagogical work in school day by day. The main objective was to identify and critically analyze the understanding of unidentifiedness expressed in the ways of planning and carrying out the pedagogical work of unidocent teachers working in the initial cycle (1st to 3rd year) and in the complementary cycle (4th and 5th years) of the Initials years initials of the elementary school. The research was done in a School, which belongs to the Public System on Uberlândia/MG. The participant observation and intensive interview techniques were used to produce the data. The treatment and organization of the data followed content analysis processes. The relationship between unidentifying and pedagogical work, taken in the context of this research, evidenced the teaching planning, professionalism, interdisciplinarity and the administrative structure of the school as theoretical concepts that led to the development of data interpretation work. The results pointed out that among the participating teachers, an understanding of unidentifiedness predominates, characterized by a technical-scientific view of teaching, insofar as they prioritize the didactic-pedagogical techniques and procedures as adequate and sufficient within the framework of the unit. It is pointed out to the need to extend such an understanding of unidocent teachers, as well as of managers and supervisors, with the contributions of an critical Pedagogy.