Resumo

SILVA, Antonia Alves Pereira  e  ORTIGAO, Maria Isabel Ramalho. The Pedagogy course and the setbacks in the education legislation: an offensive on the likelihood of a critical training. Sér.-Estud. [online]. 2020, vol.25, n.55, pp.95-116.  Epub 01-Abr-2021. ISSN 2318-1982.  https://doi.org/10.20435/serie-estudos.v0i0.1487.

The present article addresses teachers’ training in Brazil based on a reflection about the production of public policies in education, their legal manifestations, and impacts on the training of Pedagogy professionals. The study is an empirical research carried out with students and professors of the Pedagogy Course of Piauí State University; it was conducted to assess the construction of practices as an epistemological education principle. The research was based on documental analysis and on one-on-one and group interviews (focal groups) with professors and students. We have argued that the legal framework that currently subsidizes the formation of professionals in Pedagogy in the country projects, although superficially, a concept of teachers who have the possibility to act in their professional practices. We have discussed that such a training, however, is compromised by the Resolution CNE/CP n. 02/2019, which brought back a professional training focused on competences and, consequently, has a strong impact on the organization of Pedagogy courses. We referenced our theoretical discussion on the education policy set for teachers’ training and on the defense of a critical-emancipatory education concept.

Palavras-chave : teachers training; Pedagogy; critical-emancipatory perspective.

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