Resumo

COSTA, Leticia Jensen de Oliveira. Nodal points for the formation of pedagogues. Rev. Inter Ação [online]. 2014, vol.39, n.2, pp.431-449. ISSN 0101-7136.  https://doi.org/10.5216/ia.v39i2.20902.

This article presents the results of a survey which examined how Institutes of Higher Education have designed the Pedagogical Political Projects (PPPs) of their Pedagogy courses with the 2006 DCNP (National Curriculum Pedagogy Guidelines) proposals as a basis. As research methodology, a documental analysis of the DCNP/2006 and PPPs was used. The analysis was based on two initial hypotheses, namely: in current formation proposals there is a tendency towards disintellectualization and official norms can be expressed differently from that proposed by the legislators, based on Basil Bernstein's concepts of "recontextualization" and Michel de Certeau's "practices". There is a need for a theoretical salvaging of the analyses undertaken by various authors in relation to the influences on the Pedagogy course exerted by the context of educational reforms undertaken in the 1990s.

Palavras-chave : Pedagogy Course; DCNP/2006; Recontextualization and Educational Reforms.

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