Vivências e saberes de estudantes de Pedagogia: um estudo de suas relações com as mídias.

Abstract

The present study, linked to the field of research Teacher Education: teaching, learning and knowledge, has aimed to investigate the relationship between Pedagogy students and media in different contexts, periods and places and the preprofessional pedagogic knowledges through their memories and perceptions towards medias in learning situations. It is based on Tardiff’s (2002) and Lima’s (2003) theories concerning to the constitution of teachers’ knowledge and on Babin and Kouloumdjian’s (1989), Kenski’s (2007), Moran’s (1993; 2006) and Porto’s (1996; 2005), which study medias in school context. The investigation has been developed with students of the 6th semester of Pedagogy course, of UFPel’s School of Education. The method adopted to collect data has been case study, associated with focal group technique (GASKELL, 2002) and the application of a questionnaire. The research has shown that students of Pedagogy have an intense relationship with medias; however, as viewers, consumers, mothers and students. In general, these experiences are disconnected from the context of the Professional practice studied – teaching. Students were not used to discussing, reflecting and contextualizing the insertion of medias in learning situations. It was possible to notice, by their speeches, the presence of pedagogic knowledges, which came from their experiences as students in basic education school and university. It is possible to infer that, even though they have experimental knowledges on medias, that does not guarantee them professional knowledge. Therefore, data have revealed Pedagogy course needs to provide theoretical-practical studies which allow students to reflect about medias in their quotidian (experimental knowledges), recontextualizing them in practices for their future teaching performance.