Paulo Freire e a formação docente nos cursos de pedagogia das Universidades Federais de Minas Gerais

Abstract

This dissertation is a research for an Academic Master's Degree in Education in the Line of Educational Knowledge and Practices of the Graduate Program in Education at the Federal University of Uberlândia. The research emerges from the author's need to fill a gap in her initial training, marked by the scant approach to the works of Paulo Freire during her undergraduate studies in Pedagogy at the aforementioned institution. The study aims to investigate the incorporation or absence of Paulo Freire's works in the curricula of Pedagogy courses at federal universities in Minas Gerais and to explore his contributions to teacher training. The aim is to investigate the historical, legal, political, economic and social context that gave rise to the Pedagogy course in Brazil, from its creation to the enactment of the National Curriculum Guidelines for Undergraduate Pedagogy Courses in 2006. Therefore, it investigates the ideological disputes that exist in the field of Pedagogy in Brazil regarding the identity of the course. This research will be guided by questions such as: What should be the basis of the course? Which professional should the course train? The aim is to understand the political and social dimension present in Paulo Freire's bibliography in relation to teacher training, by means of a bibliographical research that analyzes his main works which deal with teacher training, grouping them into thematic categories. The methodology adopted involves bibliographical and documentary research, with a qualitative approach, using the Content Analysis of Bardin (1977) as an analysis instrument. This study responds to the central problem of the research by identifying a low level of adherence to the works of Paulo Freire in the majority of Pedagogy courses at federal universities in Minas Gerais, with a significant and isolated highlight for a single university. It can be seen that the reflections proposed by Freire transcend the school environment, because they are relevant to human relations, to the recognition of men and women as historical and social beings, endowed with the power to transform their realities.