Resumo

PRATES, Isabella Tolentino  e  ALMEIDA, Shirley Patrícia Nogueira de Castro e. Initial Teacher Education: reflections and curricular references. Ensino em Re-Vista [online]. 2025, vol.32, e2025-07.  Epub 27-Nov-2025. ISSN 1983-1730.  https://doi.org/10.14393/er-v32e2025-07.

The aim of this paper is to discuss the elements for the initial education of primary school teachers, within the scope of the Pedagogy course at the State University of Montes Claros (Unimontes), considering the Pedagogical Course Project (PPC) and CNE/CP Resolution 2/2015, which defines the National Curriculum Guidelines (DCNs) for initial education at higher education level. This is a qualitative study, based on documentary analysis procedures, and the problematization was based on the ideas of authors from the Historical-Critical Pedagogy. Based on the analysis of the results, it was possible to conclude that CNE/CP Resolution 2/2015 presents an emancipatory education perspective, considering educational principles such as solid theoretical and interdisciplinary education, theory-practice unity and social commitment. The PPC, in turn, although it has several points in common with the resolution, also makes references to the perspective of reflective practice, which is closely linked to neoliberal and postmodern ideals.

Palavras-chave : Curriculum; Teacher education; Pedagogy degree; Historical-Critical Pedagogy..

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