Sentidos da docência: uma análise dos relatórios de estágio do curso de Pedagogia da Unisinos (1966-1998)

Abstract

This study is about an investigation and analysis of the meanings of teaching at the pedagogy course at Universidade do Vale do Rio dos Sinos (Unisinos), from 1966 to 1998. The research material is composed of thirty-three (33) Stage reports at the pedagogy course, articulating with data of a semi-structured interview with the teacher who is participating in the implementation processes of disciplines in training at the university course. Analysis is based on pedagogy and teaching studies focused on pos-structuralism and intends to investigate such meanings, based on the pre-studies of Foulcault discourse analysis and using as analytical tools, the concepts of discourse, truth, formation, pedagogy and teaching. The analytical exercise has made a possible conclusion: there is a permanent generalist pedagogy, resulting in a multi-faced teaching, which might assign to several other meanings to the practice of teaching such as dispersal and second rating teaching to properly as said and/or a powerful teaching as it reconfigures emphasizing the care, love and affect, attributing other meanings to the practice ofteaching that will contributeto vocationally teaching. Also, verifying an emphasis change in the teaching-learning process, from the 80’s decade with a strong influence of Critical Theory, emphasizing the psychological and active pedagogies, pointing to teaching weakening and the emphasis on learning, anchored in changes of educational and pedagogical theories. Also, the continuation of a salvationist education that has brought to a maximizing of school functions, also reverberating to a teaching focusing on learning, second rating the learning.