<?xml version="1.0" encoding="ISO-8859-1"?><article xmlns:mml="http://www.w3.org/1998/Math/MathML" xmlns:xlink="http://www.w3.org/1999/xlink" xmlns:xsi="http://www.w3.org/2001/XMLSchema-instance">
<front>
<journal-meta>
<journal-id>0102-4698</journal-id>
<journal-title><![CDATA[Educação em Revista]]></journal-title>
<abbrev-journal-title><![CDATA[Educ. rev.]]></abbrev-journal-title>
<issn>0102-4698</issn>
<publisher>
<publisher-name><![CDATA[Faculdade de Educação da Universidade Federal de Minas Gerais]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S0102-46982024000100263</article-id>
<article-id pub-id-type="doi">10.1590/0102-469842261</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[EXPANSÃO E MERCANTILIZAÇÃO DOS CURSOS DE PEDAGOGIA: DEFORMAÇÃO EM LARGA ESCALA DE FUTUROS PEDAGOGOS]]></article-title>
<article-title xml:lang="es"><![CDATA[EXPANSIÓN Y MERCANTILIZACIÓN DE LOS CURSOS DE PEDAGOGÍA: DEFORMACIÓN A GRAN ESCALA DE FUTUROS PEDAGOGOS]]></article-title>
<article-title xml:lang="en"><![CDATA[EXPANSION AND COMMERCIALIZATION OF PEDAGOGY COURSES: LARGE-SCALE DEFORMATION OF FUTURE PEDAGOGUES]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[MINHOTO]]></surname>
<given-names><![CDATA[MARIA ANGÉLICA PEDRA]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[BIELSCHOWSKY]]></surname>
<given-names><![CDATA[CARLOS EDUARDO]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[AGUIAR]]></surname>
<given-names><![CDATA[THIAGO BORGES DE]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidade Federal de São Paulo  ]]></institution>
<addr-line><![CDATA[Guarulhos SP]]></addr-line>
<country>Brazil</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Universidade Federal do Rio de Janeiro  ]]></institution>
<addr-line><![CDATA[Rio de Janeiro RJ]]></addr-line>
<country>Brazil</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>00</month>
<year>2024</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>00</month>
<year>2024</year>
</pub-date>
<volume>40</volume>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S0102-46982024000100263&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S0102-46982024000100263&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S0102-46982024000100263&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[RESUMO: Este artigo traz a análise das características da expansão dos cursos de Pedagogia no Brasil, especialmente na última década, com base em dados do Censo da Educação Superior e do Exame Nacional do Desempenho do Estudante (Enade), do Instituto Nacional de Estudos e Pesquisas Educacionais Anísio Teixeira (Inep), atualizados até 2021. O processo de expansão do curso de Pedagogia segue duas tendências: em nível macro, tem-se o processo de crescimento da educação privada de nível superior, especialmente concentrada em poucos grupos financeirizados; em nível micro, tem-se um conjunto de induções legais para que a formação de professores ocorra em nível superior e a consolidação do curso de Pedagogia como lugar privilegiado da formação de professores para a Educação Infantil e os anos iniciais do Ensino Fundamental em oposição a outros cursos como o Normal Superior. Os resultados apresentados por este trabalho apontam para o que foi aqui denominado como &#8220;deformação em larga escala&#8221;, considerando a crescente concentração das matrículas em universidades privadas centradas quase que exclusivamente no ensino (com pouca articulação com pesquisa e extensão), em cursos a distância, com altas taxas de evasão e baixas notas no Enade na comparação com instituições públicas federais e estaduais.]]></p></abstract>
<abstract abstract-type="short" xml:lang="es"><p><![CDATA[RESUMEN: Este artículo trae el análisis de las características de la expansión de los cursos de pedagogía en Brasil, especialmente en la última década, con base en datos del Censo de la Educación Superior y del Examen Nacional de Desempeño del Estudiante (Enade), del Instituto Nacional de Estudios e Investigaciones Educativas Anísio Teixeira (Inep), actualizados hasta 2021. El proceso de expansión del curso de Pedagogía sigue dos tendencias: a nivel macro, hay un proceso de crecimiento de la educación privada de nivel superior, especialmente concentrada en unos pocos grupos financierizados; a nivel micro, existe un conjunto de inducciones legales para que la formación de profesores ocurra en nivel superior y la consolidación de la carrera de pedagogía como lugar privilegiado para la formación de profesores de Educación Infantil y años iniciales de la Enseñanza Primaria en oposición a otros cursos como el curso normal superior. Los resultados presentados por este trabajo apuntan a lo que aquí se ha denominado &#8220;deformación a gran escala&#8221;, considerando la creciente concentración de las matrículas en universidades privadas enfocadas casi exclusivamente a la enseñanza (con poca articulación con investigación y extensión), en cursos a distancia, con alta índices de deserción y puntajes bajos de Enade en comparación con las instituciones públicas federales y estatales.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[ABSTRACT: This paper brings the analysis of characteristics of the expansion of Pedagogy courses in Brazil, especially in the last decade, based on data from the Higher Education Census and the National Student Performance Exam (known by the acronym ENADE, in Portuguese), from the National Institute of Educational Studies and Research Anísio Teixeira (INEP), updated until 2021. The process of expansion of the Pedagogy course follows two trends: at a macro level, there is the process of growth in private Higher Education, especially concentrated in a few financialized groups; at the micro level, there is a set of legal inductions for teacher education to take place at a higher level and the consolidation of the Pedagogy course as a privileged place for teacher education for Early Childhood Education and early grades of Elementary School as opposed to other courses like the course of Normal Colleges (Teacher training colleges which prepare teachers for Elementary School). The results presented by this work point to what was here called &#8220;large-scale deformation&#8221;, considering the increasing concentration of enrollments in private universities focused almost exclusively on teaching (with little articulation with research and extension), in distance learning courses, with high dropout rates and low scores in ENADE compared to federal and state public institutions.]]></p></abstract>
<kwd-group>
<kwd lng="pt"><![CDATA[curso de Pedagogia]]></kwd>
<kwd lng="pt"><![CDATA[políticas de Ensino Superior]]></kwd>
<kwd lng="pt"><![CDATA[expansão do Ensino Superior]]></kwd>
<kwd lng="pt"><![CDATA[privatização]]></kwd>
<kwd lng="es"><![CDATA[curso de Pedagogía]]></kwd>
<kwd lng="es"><![CDATA[políticas de Enseñanza Superior]]></kwd>
<kwd lng="es"><![CDATA[expansión de Enseñanza Superior]]></kwd>
<kwd lng="es"><![CDATA[privatización]]></kwd>
<kwd lng="en"><![CDATA[Pedagogy course]]></kwd>
<kwd lng="en"><![CDATA[Higher Education policies]]></kwd>
<kwd lng="en"><![CDATA[expansion of Higher Education]]></kwd>
<kwd lng="en"><![CDATA[privatization]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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