Undergratuate degrees and basic education early years: a necessary interlocution in teacher education

• Joana Paulin Romanowski ^[1] ; Pura Lucia Oliver Martins ^[1] ; Simone Regina Manosso Cartaxo ^[2]
  1. [1] Pontifícia Universidade Católica do Paraná

     Pontifícia Universidade Católica do Paraná

     Brasil

     
  2. [2] Universidade Estadual de Ponta Grossa

     Universidade Estadual de Ponta Grossa

     Brasil

     
• Localización: Search and research [Recurso electrónico]: teacher education for contemporary contexts / coord. por Juan José Mena Marcos, Ana García-Valcárcel Muñoz-Repiso, Francisco José García Peñalvo, Marta Martín del Pozo, 2017, ISBN 978-84-9012-769-8, págs. 101-110
• Idioma: inglés
• Texto completo no disponible (Saber más ...)
• Resumen

  • This research focuses on the dialogue between the undergraduate courses and the early years of basic education in order to provide subsidies for the field of teacher education in undergraduate courses. As objectives, it was defined: i) to identify undergraduate courses and teachers who articulate teacher training in the early years of elementary education; ii) to analyze the training course and the teaching experience of teachers in undergraduate courses in order to seek explanatory factors which favor the dialogue with early childhood elementary education; iii) to analyze how teachers from the undergraduate courses conceive the idea of literacy in the knowledge areas. The research, of a qualitative approach and based on the historical materialist dialectic, takes as epistemological axis the theory concept as practice expression, according to Bernardo (1992, 2004;), Castoriadis (1985), Martins (2003, 2015), Santos (1992, 2004) and Thompson (2009). The research began with an exploratory study where 1,177 undergraduate courses in public universities were consulted and, among them, seven courses were located in the areas of Geography, Language and Literature and Mathematics which showed evidences of interaction with early childhood basic school. Documentary analysis was performed on educational projects, teaching plans, course curricula, as well as interviews with twelve teacher trainers. The analysis allowed us to identify new kinds of social relationships arising from the workers’ struggle practice. These new types of relationships lead to new forms of trainer teachers’ organization and result in the dialogue between the undergraduate courses and the early childhood basic school.