| dc.description.abstract | This thesis proposes to investigate the training paths of Undergraduate Pedagogy Course trainees in a specialist support service (SAI-SIAPEA-Educas) throughout its 20 years of existence. Founded by theoretical fields of Studies in Teaching, of Studies in Pedagogy and Foucauldian Studies, the research aimed to identify, describe, and analyze discursive practices and non-discursive operating and/or operated vocational training of these trainees between 1995 and 2015. To compose the research corpus, I worked in the permanent service documents collection, organizing, identifying, and selecting documents produced by the trainees (Curriculum Internship Project, Intervention and Research Project, Practical Project, Annual Report, Training Report Curriculum, Intervention and Research Report, Opinions, among others). By electing genealogy as methodological perspective and practice as a concept tool, I conducted the examination of those documents. From that analysis movement made it possible to identify and analyze two discursive and non-discursive operative practices in the training paths of Undergraduate Pedagogy Course trainees in different periods of service. The practice of psychologizing the Pedagogy operating from the emphasis on learning and teaching fading, take effect in the forms of intervention of trainees who come to serve as therapeutic guiding, seeking to stimulate the children's wishes and give them pleasure. The practical of weakening the pedagogical knowledge operates constituting through a loss of value in the transmission of educational content and an emphasis on respect for the individual rhythm of each child, the professional qualification for Undergraduate Pedagogy Course trainees who can act as facilitators or mediators of learning, seeking to promote innovation and moving away from their pedagogical responsibility. | en |
