A dimensão epistêmica na formação docente: uma análise do curso de Pedagogia da Universidade Federal da Fronteira Sul - Campus Erechim, com base na teoria "Da relação com o Saber", de Bernard Charlot.

Abstract

This study investigates teacher training and its epistemic dimension, analyzing how this relationship is thought in the design, organization and operation of the Pedagogical Course of UFFS- Campus Erechim. Thus, we use Pedagogical Programme of the course and Teaching plans of the curriculum components from 2010 to 2014, which explain the formative actions developed with the first class of graduated students.The analysis is based on Charlot´s scientific concepts on knowledge and pedagogical and epistemological practices, which support the epistemic dimension: activity and mobilization, practical knowledge and knowledge of practice. The study also has contributions from other authors, such as Libâneo (2004, 2007, 2010, 2011), pepper, Scheibe (2007), Moraes and Torriglia (2003) Duarte (2003, 2010), who share Charlot´s ideas and reinforce the importance of this debate. It questions the teacher training processes, striving for content analysis (Bardin, 2009), as well as for the constant exercise of dialectical stance on the close association between the object of study, the theoretical framework and the investigation contexts. The study results are expressed by the qualitative bias and include the reseacher´s interpretations and inferences on the analyzed empirical data. We could realize heterogeneous manifestations regarding the content of teaching plans. In order to portray more specifically this analytical overview, we divided the documents within each field, in macro categories named as follows : consistent epistemic dimension and predominance of substantial theoretical and instrumental emphasis. The macro - consistent epistemic dimension category – comprise all the documents that show, in its content, the presence of the "charlotian" activity / mobilization and practical knowledge categories, promoting the students´ knowledge. Regarding macro – main category of substantial theoretical base – we can see the preeminence of the framework, in the performance of the training activities developed. However, in most documents we found out few methodological alternatives used for the students to achieve a good relationship with knowledge. About the macro - instrumental category emphasis – we can say that the correlations established between the students´access to knowledge, as well as the methodological paths used lead either to the offering of instruments to be used to develop certain academic practices, or to the didactic situations of teaching performance were seen in a small amount of documents. In addition to these findings, this study offers other questions about the conceptions, intentions and methodological procedures addressed in the analyzed training path, as well as the possibility of new settings.