Resumo

COSTA, Clara Corrêa  e  GONCALVES, Helenice Maia. PEDAGOGICAL TRAINING IN THE NATIONAL CURRICULUM GUIDELINES FOR THE PEDAGOGY COURSE: considerations in light of the argumentation theory. Revista Teias [online]. 2020, vol.21, n.62, pp.404-420.  Epub 09-Fev-2022. ISSN 1982-0305.  https://doi.org/10.12957/teias.%y.49326.

The objective of this work was to analyze the argumentative game related to pedagogical training implicit in the National Curriculum Guidelines for the Pedagogy course. The analysis was developed from Parecer CNE / CP n. 5 (BRASIL, 2005), which gave rise to Resolução CNE / CP n. 1, published in 2006, which establishes the National Curricular Guidelines for the Pedagogy course. The research, of a qualitative nature, follows an interpretative tradition, having been guided by the theory of argumentation, proposed by Chaïm Perelman and Lucie Olbrechts-Tyteca, for enabling an investigation based on the discourse from the intention of the speaker to persuade his audience. The document was analyzed based on the Argumentative Strategy Model (MEA), developed by Monica Rabello de Castro and Janete Bolite-Frant, which seeks to explain the negotiation moments of the interlocutors, showing how their hypotheses are linked to the theses defended by them, having based on a controversial situation, not always explicit in their interactions. By highlighting the persuasive discourse inscribed in the analyzed material, it was identified that, although some attempts at change have appeared over the years, the pedagogy course is still rooted in its historical origins, with the initial teacher training considered insufficient for the exercise teaching, requiring continuing education and practices that meet the needs identified in the area of professional practice.

Palavras-chave : teacher training; pedagogical training; pedagogy; argumentation theory.

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