Saberes do Curso de Pedagogia para a formação do profissional da educação infantil

Abstract

The following work has as its goal to analyse the knowledge acquired by the professionals from child education, during their pedagogy course in UFPB (Universidade Federal da Paraíba). Starting from the conception of Pedagogy as a teacher formation that shares the historical trajectory of the organization of education and university education, it addresses the emergence of the Pedagogy course itself in Brazil and the UFPB, which in the midst of its restructuring is, aiming to a correlation with child education history. These individuals’ specificities define the function of Child Education, as in educate and care, providing children with full development, suggesting they will need pedagogical skills that respect children’s specificities and promote their insertion in culture’s practises. These factors corroborate with the development regarding the conceptual discussions of the knowledge that evolves a child education professional, specifically, those graduated in pedagogy, which raised the question for our research: What specific knowledge does the pedagogy course offer as a contribution to the child education professional? Our research aimed to analyse the specific knowledge developed by pedagogues during the course of their education, which makes possible for them to work as child education professionals. The research was developed according to the qualitative approach principles, and it also includes explorative field research, through questionnaire, with clear objective questions, both open and multiple choice questions. The research field was UFPB’s Center of Education, Campus I, and counted with active Pedagogy students as research subjects, whose course was expected to be finished till the 2017.2 and 2018.1 periods, and were also working as child education teachers. The data analysis revealed that Pedagogy course contributed to the increase of the knowledge regarding the pedagogical approaches, planning, curriculum and evaluation in which theoretical knowledge demands some time for theoretical reflection about the practise.