O docente do ensino superior no processo de reformulação do curso de Pedagogia da Universidade Federal de Alagoas em 2006: perfil político-formativo, trajetória e ações

Abstract

This research aims at presenting the political and formative profile, the trajectory and the professors’ actions of Teacher Education through the Teacher Formation Course of the Center of Education at the Federal University of Alagoas, locally known as Pedagogy Course. These professors participated actively in the reconstruction and reorganization of the political- pedagogical project of the course, as well as in the new directions proposed for teacher training in the context of the curriculum reform for Brazilian higher education in the XXI entury. The project was based on oficial documents such as: 1) the Resolution CNE/CP No.1-February 18, 2002, which established the National Curriculum Guide for Higher Level Courses of Teacher Formation designed to Elementary Education, that is to say, complete university graduation, commonly known as licensing courses; 2) CNE/CP-Nº1, dated of May 15, 2006, which established the National Curriculum Guidelines for University Graduation Programs in Teacher Education, bachelor’s degree; both courses were based, in their turn, in the Official Opinions CNE/CP 009/2001 and CNE/CP 005/2005. This research was carried out from the matrix theory and method of case study with a qualitative approach; in fact it was built as a kind of research that led to the approach of individuals in action, considering the importance of the historical case study, and the knowledge originated with the choice of the object to be studied. The author conducted semi-structured interviews, analyzed speeches of professor and teachers who participated in the process. In this analysis, it was possible to observe themes such as: "The construction of educational processes in Alagoas"; "How Alagoas began to think about teacher formation"; "The redesign of the teacher formation course (Course of Pedagogy) highlighting the proposed training of educators for the XXI Century"; "The activities of teaching management, understanding and analyzing the importance of the indivisibility of teaching, research and extension in the educational practices" and "The role of this intellectual recursor of intellectuals in the new political-pedagogical project. "