As pedagogias e as infâncias na Faculdade de Educação da UFMG : o desaguar de práticas educativas na experiência formativa do curso

Abstract

The present work arises from the dialogues between the fields of Pedagogy and Childhood Studies with the objective of understanding the conceptions of childhood constructed from educational educational practices in the formative experiences of the FaE/UFMG Pedagogy course. Thus, we start from the theoretical, methodological and analytical budget that there is a particular social construction of Brazilian and Latin American childhoods that needs to be researched and known by those who study in the pedagogical field. In this sense, the problem of the present research starts from the following question: what are the conceptions about childhood constructed in the formative path of the FaE/UFMG Pedagogy course? It is known that in this space there are several political, theoretical and methodological approaches that flow into the course. In this multiplicity, what are the educational practices that constitute concepts, knowledge and practices about childhood? To address and analyze the issue, the investigation is methodologically oriented as qualitative research, based on research and participant observation and uses the instruments of semi-structured interview, document analysis and the Culture Circle to build and analyze the data. Critical Pedagogy and decolonial thinking were used as theoretical and analytical perspectives. Among the results obtained, we highlight that the FaE/UFMG Pedagogy course needs to develop ways to improve the structure of disciplinary internships and expand teaching, research and extension projects, which are possibilities for the age-old challenge of articulating theory and practice. Regarding the observed conceptions of childhood, these are aligned with the most current productions of Childhood Studies and their interdisciplinarity. And in view of the perspectives of Social Studies of childhood, adherence to the interpretative approach is understood. Still, it is unanimous to theoretically recognize the child as a subject/actor/social agent, producer of culture, active in their socialization process and in society. It is consolidated in the narratives and in the learning processes a respect for the child in its present state, a being in itself. Finally, the thesis points out that training in Pedagogy needs to be structured from a radicalized content, as a tool for liberating and humanizing educational practices.