Hermenêutica de um currículo: o curso de pedagogia da UFBA.

AUTOR(ES)
DATA DE PUBLICAÇÃO

2004

RESUMO

This thesis is an interpretative narration about the curriculum proposal for the undergraduate studies in Pedagogy at UFBa (Federal University of Bahia). Curriculum is here conceived as a complex phenomena/process. As so, we try to understand the construction of its itinerary using the Phenomenological Hermeneutics as our lenses. Aiming to investigate the curricular dynamics here defined as a world from/in which pedagogues emerge -, we made use of three references: the point of view of the undergraduate students, institutional ocumentation (the curricular proposal implemented in 1999), and our methodological approach which encompasses Philosophy, Anthropology, Sociology, Psychology, studies in curriculum, and Phenomenological Hermeneutics. Departing from some formulations in hermeneutics and phenomenology, the thesis describes the research pathways which followed the curriculum itinerary having the participation of the undergraduate students as a guide to discuss in depth: comprehension and autonomy, complexity and multirrefentiality in the curriculum as tools used to construct the identity of the pedagogue.

ASSUNTO(S)

formação fenomenológica phenomelogical hermeneutic mutirreferentiality hermenêutica interpretação multirreferencialidade compreensão pedagogia pedagogy complexity interpretation education educacao currículo complexidade curriculum comprehension

ACESSO AO ARTIGO

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