Concepções e práticas docentes: o que dizem as publicações sobre os cursos de Pedagogia a distância
This article analyzes pedagogical conceptions and practices of two Pedagogy courses, held in distance learning. The research is based on the theoretical discussion about curriculum in teacher education, considering the perspectives of Sacristán (2000), Mckernan (2009) and Nóvoa (2017). The data of t...
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| Principais autores: | , , |
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| Formato: | Online |
| Idioma: | por |
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Portal de Periódicos Eletrônicos da UFRN
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| Endereço do item: | https://periodicos.ufrn.br/educacaoemquestao/article/view/21404 |
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| Resumo: | This article analyzes pedagogical conceptions and practices of two Pedagogy courses, held in distance learning. The research is based on the theoretical discussion about curriculum in teacher education, considering the perspectives of Sacristán (2000), Mckernan (2009) and Nóvoa (2017). The data of this qualitative study are the written and published productions about the courses in the form of articles, book chapters and master's theses, available in digital repositories with online access. A content analysis was carried out based on categories that allowed to map and understand the education models “in action”, highlighting how the specificities of the curricula supported the students' learning. The results show that the articulation between theory and practice, a central element in the pedagogical projects of the courses, was effected (real curriculum) through a training strategy based on analyses and reflections on the experiences of students in their spaces of teaching, favoring learning processes. |
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