Indícios da pedagogia Paulo Freire nas políticas de formação de professores (as): análise da formação a partir dos documentos oficiais

Abstract

This research is linked to the Education Policy Research Line of the Postgraduate Program of the Education Center of the UFPB - PPGE / UFPB and to the Group of Studies and Research of Pedagogy Paulo Freire (GEPPF). The study aims to identify the presence / absence of categories of pedagogy Paulo Freire in the National Curriculum Guidelines for the training of teachers in the Licenciatura Courses and the Guidelines that guide the Pedagogical Projects of the Courses (PPCs) of Degree in the Federal University of Paraíba (UFPB). More specifically, we aim to verify if in the official documents used as references for the construction of the pedagogical project of the Pedagogy course there are indications of the Paulo Freire Pedagogy; to describe how the theoretical categories of Freirean Pedagogy appear in the teacher training documents and to analyze if there is contribution of the Paulo Freire Pedagogy in the construction of the PPC of the course of Pedagogy of the campus I. The methodological approach is qualitative and the sources of research are documentary in nature (CHIZZOTTI, 2013). The analysis and analysis of data was the Content Analysis, through the thematic analysis (BARDIN, 2011). The theoretical perspective that guided the research is the Critical Theory based on Freire (1996, 1979, 1991, 1996, 2001, 2009), Apple (2002) and Giroux (1986) that guided us to understand educational policies through critical reflection of reality and possibilities for transformation. For teacher training, we are based on the works of the authors Brzezinski (2011), Dourado (2001, 2011), Freitas (2002, 2014), who understand the teacher education policy from the perspective of guiding principles of initial formation and continued in pedagogical political projects. The results of the research showed us that there are indications of the Freirean categories such as initial formation, continuous formation, permanent formation, unit theory-practice, praxis and dialogue (interdisciplinarity) in the documents that guide the policy of teacher training and in the construction of pedagogical PPCs of the UFPB, however these categories do not appear, as a radical Paulo Freire pedagogy. This will be object of study for later studies.