Formação do pedagogo: olhares de formandas para um plano de execução curricular da universidade de Caxias do Sul

Abstract

The main objective of this work is to understand the trainee's perception of competences and skills developed during the Reformulated Curricular Execution Plan (R) of the Degree in Pedagogy at the University of Caxias do Sul - UCS. The changes that have taken place throughout the existence of the mentioned course, thinking about what are the skills and abilities needed to prepare academics for professional life, inserted in the school community, in how the Curricular Execution Plan "R" (current 2021-2022 ) mobilizes knowledge so that students feel able to practice the profession. Following this perspective, some authors were used with the theoretical contribution to carry out this work, they are: Lefevre, Lefevre, Libâneo, Sokolowski, Costa, Porto, Pimenta, Lima, and Perrenoud, in addition to national legalized as the Law of Directives and Bases (LDB) of 2017 and the National Curricular Common Base (BNCC). The construction of the empirical data took place through the quantitative research of instruments such as the questionnaire of their knowledge about the school practice that was answered by academic trainees of the Pedagogy course at the University of Caxias do Sul, as well as the analysis of the Discourse of the Collective Subject to from the speech recording of the closing video of the Integrator Seminar. Based on the study, it was noticed that most of the academics feel that they have acquired the necessary skills and competences for professional performance, as they perceive in the "R" execution plan of the Degree in Pedagogy Course at the University of Caxias do Sul, a feeling of belonging to the profession and its implications in different fields of professional activity. Even so, they mention the feeling of lack of greater presence at school to build knowledge about school practice. [resumo fornecido pelo autor]