A representação social do papel do educador no curso de pedagogia da Universidade Federal de Uberlândia 1997/2000: história e perspectivas

Abstract

The objective of this research was to study the process of formation of an educator, in the Course of Pedagogy, at the University of Uberlândia, in the period from 1997 to 2000 Seeking to learn the educational, cultural, economical, political, historical, and social implications that are established in the scientific-academic context, we chose the concept of social representation of Serge Moscovici as the theoretical axis of this dissertation which suggests the dialectic comprehension and relationship among human individualities and the material world. As a first objective, we proposed to analyze and present the fundaments of the social representations and their interfaces between the real and the symbolic, a moment in which we utilized studies and researches acknowledged epistemologically. Hence, the essential premise of the knowledge through the social representations that emerge from the relations and comunications made viable between the imaginary and the real and that orient themselves as the result of certain practices and acquirements constructed in the everyday interrelations Second, we sought to identify some imbrications made present in the origins and evolution of the education and educators in Brazil, a process through which we could reflect on the complexity and the diversity that involve the preparation of educators in face of today’sdemands. This meant to go into the labyrinths of the historical phenomena which brought us the opportunity for a more conscientious and accurate comprehension of the individual and collective dimensions and/or the social and psychological dimensions which marred a given age. In the third part, in order to correlate the evolution of the Courses of Pedagogy in Brazil to the analysis of the historical development of the Course of Pedagogy at the Universidade Federal de Uberlândia, we chose, as a methodological category, the study of the object inserted in a dynamic and interdependent relation in the context to which it belongs. We employed the technique of oral interviews with professors and students of these actualities: we were able to identify and cotnprehend how the preparation of the educator is seen by them. This way, as the imaginary of those professionals in education is filled with connections to several determiners, the social representations revealed by them about the role of the educator, in the Course of Pedagogy at the Universidade Federal de Uberlândia, point out to some outstanding results for current challenges such as: the need for valorization of the educator as a political subject, susceptible to endevour and social reconstruction in the teaching practice; hindrances and dychotomies brought about by lack of clearness and significance of the technical, pedagogical, and scientific knowledge; a curricular structure disarticulated from the knowledge and practices constructed in the academic context, among others. However, new perspectives for the preparation of an educator are inferred from the lessons of common sense, i.e., the construction of a political and pedagogical project based on a dialectic conception of Man & World, for only so will it be possible to yearn for disrupting and surpassing traditional and outdated attitudes in favor of a process of formation of individuais with a multitude of dimensions.