Resumen

PORTELINHA, Ângela Maria Silveira. 2019 NATIONAL GUIDELINES FOR TEACHER TRAINING: TENSIONS AND PERSPECTIVES ON PEDAGOGY COURSE. Práx. Educ. [online]. 2021, vol.17, n.46, pp.216-236.  Epub 24-Dic-2021. ISSN 2178-2679.  https://doi.org/10.22481/praxisedu.v17i46.8925.

This paper analyzes the National Curriculum Guidelines of the K-12 Teacher Initial Training, in its Resolution No. 02/2019, and its implications on Pedagogy course. It takes up tenets and conceptions built up by the educator’s movement which have influenced the course’s organization. It also problematizes tensions and perspectives of the Pedagogy course based on the historical, political, and social context, where the new guidelines are forged. The study carries out a critical-dialectical analysis and highlights two aspects articulated in the materiality of the training process, the theoretical-scientific aspect, and the practical-organizational aspect. The first one corresponds to the education theory’s tenets, conceptions, and grounds. The second one is bound to the set of curriculum components of licentiate courses. Specifically, regarding the Pedagogy course, the trend seen is of reshaping the curriculum organization suggesting specific courses according to the K-12 stage. The emphasis is on the specific content of some areas of knowledge and their methodologies in line with a national K-12 curriculum. It highlights the hollowing out of the basis of education and the dissociability in the relation

between theory and practice, which are essential issues at the building of teaching training and work. National curriculum guidelines do not take into account the number of studies related to the Pedagogy course, as well as criticisms, tensions, and historical contributions on the specifics of this major. One of the results point to the resumption of a hegemonic plan in an adverse and conservative scenario, that demands a big challenge and resistance by training institutions.

Palabras clave : Guidelines; Pedagogy course; Teacher training..

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