EVAILDA DA SILVA GONTIJO
AUTHOR: EVAILDA DA SILVA GONTIJO
TITLE: SEMIFORMATION AND CULTURAL INDUSTRY: TEACHER PERCEPTIONS IN PRESENT COURSES OF PEDAGOGY IN GOIAN SOUTHEAST (SEMIFORMAÇÃO E INDÚSTRIA CULTURAL: PERCEPÇÕES DE DOCENTES NOS CURSOS PRESENCIAIS DE PEDAGOGIA DO SUDOESTE GOIANO)
ADVISOR: Prof. Dr. Luís César de Souza
CONCENTRATION AREA: Education
RESEARCH LINE: Culture; Teaching and Learning Processes
DEFENSE DATE: 08/20/2018
ABSTRACT:
Aimed to understand the current conjuncture related to the educational universe and the formative conceptions of teachers who work in presential Pedagogy courses, in the context permeated by the Cultural Industry. We assume the teaching work adds values to the social development of individuals, in particular, the Pedagogy course that enables the formation of new teachers. Thus, recognizing the formative perception of capital-organized society (which establishes an intrinsic relationship with the Cultural Industry), whether it is promoted for adaptation or to promote social emancipation becomes relevant. To support this research, we use theorists of the Frankfurtian Critical Theory that stand out Theodor Adorno, Max Horkheimer and Herbert Marcuse, among other authors who establish relationship with the thematic approached, such as Crochik, Chauí, Brzezinski and Saviani. Among the concepts that underlie the discussion, we highlight the formation, teaching, Cultural Industry, Ideology and Emancipation. Thus, the guiding aspect of this study can be summarized in the following question: what is the formative conception of the teachers who work in presential Pedagogy courses in view of the possible influence of the Cultural Industry? In addition to the bibliographic study, an empirical research was carried out, in which we counted on the collaboration of 36 teachers, linked to the presential Pedagogy course in five Higher Education Institutions of the southwest of Goiás. The work was structured in three chapters. Thus, Chapter I deals with the formation of the individual in the context of capital, in which he highlights the historical aspects of society since the Middle Ages, as well as the observation of its economic and political structure, aiming at the comprehension of contemporaneity and the project of formation of individuals driven by capital. Chapter II deals specifically with teacher education, making a historical reading of education in Brazil, from colonization to the structuring of the Pedagogy course, highlighting the regimental influence of a formal education, present in the Cultural Industry mechanism. Chapter III emphasizes teacher education in the context of the Cultural Industry. In this, we deal with the analysis of the empirical research, presenting the teachers perceptions linked to the Pedagogy courses, their conceptions about formation, ideology and Cultural Industry, among other educational aspects. Briefly, as final considerations, it's evident that the teaching formative conception proposed in the Pedagogy courses is not homogeneous, and there's a disparity in the formative perspective presented by them. However, we find teachers surrendered to the conception permeated by capital, linked to both public and private institutions, which still contribute to propagate semiformation, being these in low percentage. We are also faced with teachers who oppose training and instrumental development only. In this way, they attend, in the majority, to enable an education oriented to cultural formation, of resistance, in order to promote autonomous, emancipated and enlightened individuals. However, this study allowed us to ensure that teachers of classroom courses in Pedagogy have a critical perception towards the Cultural Industry, realizing its semiformative influences, and contradictorily, we observe that the training, promoted by teachers in classroom courses in Pedagogy, needs reflection , debates and studies about its formative project to, thus, transpose the perspective of semiformation, in search of the full development of individuals.
