Navegando por Autor "HOBOLD, Márcia de Souza"

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    A prática como componente curricular na disciplina pesquisa e processos educativos do curso de Pedagogiaum diferencial na relação entre pesquisa, teoria e prática
    (2019) BRANDT, Andressa Graziele; HOBOLD, Márcia de Souza
    This article discusses the role of Practice as a Curricular Componentin the initial processes of teacher training, whose main objective is to analyze the proposal of the training of the graduates of a course by examining the disciplines of Research and Educational Processes, which consubstantiate the Practice as a Curricular Component. In this qualitative research, the data treatment was based on the content analysis proposed by Bardin (2009), by André (2012, 2017), and by Gatti and Barreto (2009) on the role of research in teacher training, and by the contributions of García (1999, 2009) on professional development. The results indicated that the Practice as a Curricular Component, associated to the learning practices of teaching, having the research as a vertical axis of teacher training, is fundamental for the professional development of the future teachers, becoming an essential element for the development of the research skills contributing to their professional, artistic, scientific and political training.
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    Condições de trabalho de docentes na hora-atividade tensões e vigilância da rede de ensino
    (2024) GUESSER, Silvia. Z. P; HOBOLD, Márcia de Souza
    Este artigo é parte da pesquisa de mestrado Hora-atividade dos/as professores/as dos Anos Iniciais: contributos para a formação continuada. Objetivou-se conhecer o que realizam os/as professores/as na hora-atividade e suas necessidades formativas. Participaram 15 professores/as dos Anos Iniciais do Ensino Fundamental, da Rede Municipal de Educação e Cultura de Antônio Carlos/SC. Desenvolvida na abordagem qualitativa, recorreu a exame documental, levantamento bibliográfico e questionário, com dados trabalhados à luz da análise de conteúdo. Os resultados demonstram a sobrecarga docente na hora-atividade com tarefas rotineiras e burocratizantes, demandadas pela gestão da escola e Secretaria Municipal de Educação, não possibilitando encontros para dialogar com o coletivo, tampouco permitindo formação continuada em serviço fora da escola. Constatou-se que esses/as professores/as não são sindicalizados/as, corroborando o desmonte dos direitos trabalhistas conquistados pela classe trabalhadora do magistério.
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    Mudanças e continuidades dos marcos legais do curso de pedagogia no Brasil
    (2019) BRANDT, Andressa Graziele; HOBOLD, Márcia de Souza
    The objective of this research is to analyze the four legal frameworks of the Pedagogy course in Brazil, regarding changes and continuities about curricula for teacher education. It is presented as a central research question: what elements of continuity and change are expressed in the four legal frameworks of the Pedagogy course in Brazil? It is a research of qualitative approach, with development of documentary analysis of the legislation of the Pedagogy course, through the technique of content analysis, to obtain/elaborate the proposed analyzes. The results showed that the four legal frameworks that constituted the curricula of Pedagogy courses throughout its historical constitution are: 1) Decree-Law No.1190/1939; 2) Opinion No. 251/62; 3) Opinion No. 252/69 and Resolution CFE No. 2/69; 4) Opinion CNE/CP No. 5/2005 and Resolution CNE/CP No. 1/2006. It was found that the four legal frameworks present elements of change and continuity that directly influenced the historical constitution of teacher training curricula in the country.