Graduates from UFMG’s distance-learning course in Pedagogy and professional activity in early childhood education
DOI:
https://doi.org/10.35699/2237-5864.2017.2198Keywords:
Pedagogy course, ODL, Professional practice, Early childhood educationAbstract
This article introduces some aspects of the research into the profile of the first graduate class from UFMG’s distance-learning course in Pedagogy, begun in 2008 and concluded in 2011. Based on the profile analysis of these graduates, we identified those who had already worked in Early Childhood Education before enrolling in the pedagogy course and those who started working in the area after entering the course, discussing possible effects of the training received on professional practice and on the pedagogical-didactic options of these recent graduates. The methodology used included a review of the literature and the application of questionnaires and semi-structured interviews. Results indicate a very positive assessment of the course by the graduates, and also some questions that suggested a fine-tuning of the course.
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