A formação do pedagogo para atuar na gestão escolar: o Curso de Pedagogia da Universidade Federal da Paraíba

Abstract

This Course Conclusion Paper aims to investigate the training offered in the Pedagogy Undergratuation Course at the Federal University of Paraíba (UFPB), Campus I, for the performance of the pedagogue in management in the school field. From which the following specific objectives unfold: to analyze the proposal of the Pedagogy course of UFPB for the formation of the managing pedagogue; apprehend the management space in the curriculum syllabus at UFPB Pedagogy course and; identify which management conceptions govern the education of the pedagogue at UFPB. To theoretically support our work, we rely on the conceptions of authors such as Libâneo (2004), Luck (2000, 2009 and 2010), Mandú (2013), Silva (2006), Saviani (2008), França (2013), Paz (2012), Daniel (2012), among others, who helped us to reflect on the education of the pedagogue in the area of management and the process of historical construction of the pedagogy course in Brazil, as well as the reading of documents such as the National Curriculum Guidelines (DCNs) for the Pedagogy Course, among others. The research is characterized as qualitative and its locus is the Pedagogy course offered at Campus I of UFPB, having as data collection procedures the documentary research of the main guiding documents of the course (Political-Pedagogical Project of the Course and Curricular Syllabus) and subjects related with Management, as well as an interview with twelve students from the three shifts, enrolled in the final semesters (7th, 8th and 9th) of the course. The analysis of the documents allowed us to consider that the Pedagogy Undergratuation Course of the researched university, although it occupies a small space, meets what the DCNs determine, offering disciplines that are located directly in the field of management such as Educational Management, Supervised Internship I - Educational Management, Educational Planning (compulsory) and Pedagogical Work Organization (optional), thus contributing to the training of the pedagogue to work in school management. It was possible to identify, through interviews with students, that the course curriculum does not meet students' need for in-depth management knowledge, emphasizing that the subjects have a good syllabus, but not enough for future practice in school management fiel. Respondents also reported that, in addition to the disciplines mentioned in the analysis of the guiding documents, there are discussions about management in other disciplines, but superficially, since management is not the subject of these disciplines. In general, the analysis found that initial training needs to offer greater subsidies, that is, there is a weakness in the education of the pedagogue to act in management, especially in the field of school management.