Resumen

MICHELETTI, Elisângela Lisboa  y  GALIAN, Cláudia Valentina A.. The Pedagogy Course: permanences and new tensions. Rev. Diálogo Educ. [online]. 2017, vol.17, n.55, pp.1688-1708.  Epub 11-Feb-2020. ISSN 1981-416X.  https://doi.org/10.7213/1981-416x.17.055.ao04.

This article focuses on the training of pedagogues in Brazil, partially expressed in the implementation of national curriculum guidelines. We aimed to identify the changes that stand out in the initial formal training and the perception of pedagogues concerning what said initial training adds to their professional performance, to a certain extent fomented by the National Curriculum Guidelines for the Pedagogy course, which has restructured the course. The qualitative research comprehended documentary analysis, questionnaires and interviews with two groups of graduated and graduating pedagogues from a University located in São Paulo, Brazil, before and after the aforementioned legal documents were enacted. A series of significant changes about what constitutes the curriculum stood out and were essentially influenced by the demands of the work of educators, which granted the course curriculum a teaching base, particularly as a result of the material needs imposed by the historical and social context. The highlighted changes were those directly altering the Pedagogy course’s nature and organization in such a way that it was the main change occurring throughout the curriculum history in Brazil, since it aimed to end the duality between a Bachelor’s degree and a Teaching degree, within the plan of formative intents. Because of that, another significant change stood out concerning the course organization, which occurred by means of a process of reducing the time needed for graduating, supported by “streamlining” the curriculum. Finally, we identified a change in the pedagogues’ perception of what the initial teacher training adds to their professional performance, which is essentially oriented toward teaching activities within the school environment.

Palabras clave : Initial Teacher Training; Curriculum of the Pedagogy course; Professional identity of the pedagogues.

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