Resumo

CRESPI, Livia  e  NOBILE, Márcia Finimundi. Historical trajectory of the graduation course in Pedagogy: main legal documents and current context of the offer in Brazil. Rev. Elet. Educ. [online]. 2018, vol.12, n.2, pp.319-335. ISSN 1982-7199.  https://doi.org/10.14244/198271992309.

The article aims to ponder on Brazil’s main educational legislation on Pedagogy Courses, from 1939 to 2006, in order to identify changes in the course’s curricular frameworks throughout time, and it also intends to present a brief overview of the course’s current offer in the High Education Institutions (HEI) in the country. It is a qualitative, bibliographic and documentary research, using biographical and documentary research as procedure, in order to understand the course’s historic evolution and to identify variations on its curriculum frameworks. The six main regulations on the course were analyzed: Decree-Law n° 1.190/1939, Legal Opinion n° 252/1969, Brazilian Grounds for Education Law n° 9.394/1996, Legal Opinion n° 5/2005, Resolution n° 1/2006 and Resolution CNE/CP 2/2015. The bibliographic research on pedagogues’ training was developed through the contribution of scholars such as Saviani (2008), Chaves (1981) and Brzezinski (1996) and data on the course offer in the HEIs were collected through technical summaries from MEC’s High Education Census. Through the study, it was evidenced that although the legislation has generated vague definition about the pedagogical act and about the curricular frameworks, this is one of the most sought graduation courses in Brazil, indicating the importance of debating pedagogues’ initial training.

Palavras-chave : Pedagogy; Teacher’s education; Curriculum framework; Legislation.

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