Abstract

EVANGELISTA, Olinda. Knowledge and Curriculum guidelines for teacher educations courses in Brazil. Perspectiva [online]. 2008, vol.26, n.02, pp.551-570. ISSN 0102-5473.

This paper analyzes the National Curriculum Guidelines for the Pedagogy Course (DCNP) which establishes a new order for teacher education in Brazil. The central objective of this paper is to verify what relations are established between teacher education - the principal function of certification in Pedagogy - and the place reserved for research in the DCNP and its scope in teacher education. To do so, we examined two fundamental documents: the report Parecer CNE/CP nº. 5/2005 (BRASIL, 2005) and resolution Resolução CNE/CP nº. 1/2006 (BRASIL, 2006). In both we found the concept of knowledge present and, based on the specific literature, we present a critique of the production of knowledge in teacher education as a function subaltern to school management. The secondary role of research in the training of certified teachers contributes to the theoretical weakening of the field of education and a strongly instrumental approach. We conclude that, more than an abandonment of reason, we find a stepping back of national intelligence in relation to the historical-cultural perspective and adhesion to a gelatinous, pragmatic and relativist thinking. We find a proliferation of intellectuals who invest in a civilization of elites and catalyze minds from the belief that, if it is not possible - and perhaps not desirable - to change capital, it can be humanized.

Keywords : Pedagogy; Curriculum; Education and State; Teacher Education.

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