The contributions of Profound Pedagogy for educational practice in the daily school: a case study

Abstract

This project is outlined from the need for reconsideration of the purposes of education and the meaning of the schooling process. The current debates on education show great difficulty in education systems to provide a quality education, respecting the diversity and individuality in the school community. Almost always the singular characteristics of the students are not considered, since many schools still organize guided into patterns of homogeneity. In this context, the school faces the challenge of establishing more appropriate conditions to meet the diversity of individuals who participate in it, requiring the renovation of the educational structure. Among the different proposals that seek to break with the traditional model of education, Profound Pedagogy constitutes as one , which considers the child with its multiple dimensions (bodily, intellectual, psychological, emotional, spiritual). Its theoretical basis builds on thought of Carl G. Jung and therefore includes the unconscious. It does not propose a methodology of teaching, but an enhancement of the educator in his vision of the human being and the child. This research aims to analyze the application of the assumptions of Profound Pedagogy in the practice of a teacher in training in this pedagogy and evaluate how it favors the pedagogical work considering the uniqueness and diversity present on the classroom. Data collection will be developed in a Municipal School of Early Childhood Education in São Caetano do Sul, through observation of teaching practice, interviews with the teacher and documentary analysis in eight sessions during the first semester of 2013. Data analysis will be performed through content analysis.