Desafios da formação e da prática do pedagogo no contexto dos institutos federais de educação: um estudo no Campus Fortaleza do IFCE

Abstract

According to the National Curricular Guidelines for the Pedagogy Course, graduated professionals in pedagogy can work in various educational spaces, for example, in professional education courses, and in any area in which pedagogical knowledge is foreseen. Their training should include, besides teaching, participation in the management and evaluation of education systems and institutions in general, among other possibilities. In 2008, through Law 11,892 / 08, the Federal Government established the Federal Network of Vocational, Scientific and Technological Education, contributing to the expansion of this type of education throughout the country and created the Federal Institutes of Education, Science and Technology, which are institutions that work with various teaching modalities and areas of education, thus requiring a vast knowledge of the professionals who work there. Facing this reality, we aim, with the present study, to conduct a research with the pedagogues of the Federal Institute of Education, Science and Technology of Ceará - IFCE, seeking to analyze the challenges of training and practice of Campus Fortaleza / IFCE pedagogue. For this, we refer to what some legal instruments of Brazilian legislation have on professional education and teacher training, and in studies of researchers such as Brzezinski (1996), Kuenzer (2014), Libâneo (2010), Ramos (2008) , Saviani (2004), among others. This research is qualitative, exploratory, of the case study type, and, for data collection, we interviewed three pedagogues of the institution. The results pointed out that the pedagogues researched were not prepared at graduation to work in professional education, and that many activities performed by them are merely operational, hampering the elaboration of more pedagogical actions. Thus, despite their efforts to change this reality, the reduced number of professionals, the lack of training in the field of professional education, conflicts with the teaching staff, and the overload of bureaucratic work are hindering this progress.