A formação pedagógica nos cursos de licenciatura: o Curso de Letras da Universidade Federal do Maranhão

Abstract

The research entitled "The Pedagogical Training in Licenciatura Courses: the course of Language of the Universidade Federal do Maranhão ", had the objective of analyzing the pedagogical formation in the Language Course of UFMA. It was discussed about the initial teacher training in the brazilian context, having as discussion points the role of the university in teacher training and the relation theory and practice from praxis. We discussed pedagogical training in undergraduate courses, their relationship with teacher knowledge and their contribution to the professionalization process of the teacher. It was analyzed how the pedagogical formation is conceived by the Course of Letters of UFMA. To do so, this study was based on a critical and qualitative approach and articulated bibliographic research, documentary analysis (Pedagogical Political Projects of the Course of 2009 and 2017), semi-structured interview (Coordination of Course and 07 teachers of the pedagogical disciplines) structured (12 students from the 7th period). The theoretical contributions that supported the methodological steps of the research were: Minayo (1994), André (2013) and Gamboa (1987); on the initial formation of teachers, teacher knowledge and pedagogical training, the following were found: Diniz-Pereira (1999), Saviani (2009), Candau (1997, 2011), Nóvoa (1995, 2009), Romanowski (2010), Guidini (2017), Tardif (2014), Gauthier et al. (1998), Pimenta (2002) and Shulman (1986 apud ALMEIDA, BIAJONE, 2007), among others. The results of this analysis revealed that although the Language Course recognizes the importance of pedagogic training, there is still a lack in the development of it, especially when it comes to offering the licenciandos, subsidies for teaching. They also indicated that the training of the researcher in Language is more valued than the teacher training and that there is a dichotomy between the disciplines of the specific area and the disciplines of the pedagogical area, which ends up showing a disarticulation between both.