bachelorThesis
Educação Integral e formação inicial: reflexões a partir da participação de graduandos do CERES/UFRN-Caicó no Programa Novo Mais Educação-PNME
Fecha
2018-12-21Registro en:
Moura, Josely Oliveira de. Educação integral e formação inicial: reflexões a partir da participação de graduandos do CERES/UFRN-Caicó no programa Novo Mais Educação-PNME. 2019. 54 f.: il. Trabalho de Conclusão de Curso (Graduação em Pedagogia) - Departamento de Educação, Universidade Federal do Rio Grande do Norte, Caicó, 2019.
Autor
Moura, Josely Oliveira de
Resumen
The present work presents as a research that was developed from the need to know how the thematic of Integral Education is currently inserted in the academic formation of the future teachers of the public schools of our region. More precisely, it aimed to identify, within the universe of CERES/UFRN-Campus students from Caicó, students who are part of the New Education Program (PNME) and their respective profiles, considering: academic formation, entrance forms, participation time and types of activities developed. It also sought to verify, among other aspects, the level of appropriation about the comprehension of what is an integral education, the fundamentals of the program and the relation with its academic formation. The PNME, created in 2017, presents itself as a second version of the More Education Program (PME), which emerged in 2007, as an inductive strategy of the federal government for the construction of public policies of Integral Education, proposing the extension of the school day and the curricular reorganization, contemplating a diversity of educational experiences inside the public schools of Basic Education, offered to the students in forms of workshops in the school counter-shift. In the PNME version, some principles and operational aspects of the PME are maintained, however, with emphasis on Portuguese Language and Mathematics learning. The research is based on authors who discuss integral education, such as: Cavaliere (2002), Moll (2012), Teixeira (1977), among others, and also the official documents of the Ministry of Education (BRAZIL, 1988; 1996; 2007; 2016; 2017). Methodologically, the work is a qualitative exploratory research, conducted through interviews, the main tool for collecting data among the undergraduate students investigated. From the research, we can consider that the insertion in these programs has brought to the CERES graduate a rich experience of formation, enabling the knowledge of the experiences of the "school floor" and its different challenges, fomenting a more updated academic formation and in harmony with the reality of education systems.