Gestão educacional e formação do pedagogo em cursos de pedagogia de IES do Paraná

Abstract

This study analyzes the concept of educational management under the perspective of human formation described in pedagogical projects of Pedagogy undergraduate courses, after development and approval of the Curriculum Guidelines. The sources of the research are the pedagogical projects of selected institutions and interviews with coordinators, professors and students of Pedagogy undergraduate courses. There is a survey of 250 articles, theses and dissertations productions, involving themes such as technical division of labor, pedagogical project, course curriculum, educational policies, identity, concepts, and course coordination, which served as support for establishing the central thread of this research. The theoretical / methodological reference is based on Braverman (1974), from Marx (1985), and explains the essence of the capitalist production mode and technical division of labor. Aguiar (2006), Brzezinski (2006), Freitas (2006), Silva (2006), Pino (2006), Ferreira (1998, 2002, 2006a, 2006b, 2009a, 2009b), Gold (2006), Cury (2006), Marx (1985), Saviani (1999) and Küenzer (1998) contribute to the analysis of the formation in School Management. Kosik and Kopnin comment on the effects which scientific knowledge can have on research, on the observation of a certain reality, on the phenomenon itself and on praxis. To develop the methodology from the dialectical conception, the following methodological categories were prioritized: mediation, contradiction, totality and hegemony, and for the analysis categories: education management, formation and division of labor. According to the results obtained in this research in relation to the pedagogical projects of the surveyed universities, it is possible to notice that the concern about human formation is not related to the management, but is assumed by Pedagogical undergraduate courses through their disciplines, syllabuses and contents. Different conceptions of democratic management described in the pedagogical projects demand new discussion, involving disciplines that regard teaching and management, as well as the understanding of the roles of the administrative and teaching staff. This reveals some differences between the previous formation of educators (qualifications) and the present moment, which determines a new organization of the educational work, whether the management is participative, shared, or integrates students in the school reality. The significant change in an education professional‟s concepts of school, education and society, indicates that human development is the basis for the formation of education professionals.