<?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>1981-416x</journal-id>
<journal-title><![CDATA[Revista Diálogo Educacional]]></journal-title>
<abbrev-journal-title><![CDATA[Rev. Diálogo Educ.]]></abbrev-journal-title>
<issn>1981-416x</issn>
<publisher>
<publisher-name><![CDATA[Pontifícia Universidade Católica do Paraná (PUCPR)]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S1981-416x2017000200527</article-id>
<article-id pub-id-type="doi">10.7213/1981-416x.17.052.ao01</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[A docência no curso de pedagogia-licenciatura: o que dizem os professores sobre as Diretrizes Curriculares Nacionais]]></article-title>
<article-title xml:lang="en"><![CDATA[Teaching in the education training licensure programs: what teachers say about the National Curriculum Guidelines]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Albuquerque]]></surname>
<given-names><![CDATA[Helena Machado de Paula]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Haas]]></surname>
<given-names><![CDATA[Celia Maria]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Araújo]]></surname>
<given-names><![CDATA[Regina Magna Bonifácio de]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Pontifícia Universidade Católica de São Paulo  ]]></institution>
<addr-line><![CDATA[São Paulo SP]]></addr-line>
<country>Brazil</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Universidade Cidade de São Paulo  ]]></institution>
<addr-line><![CDATA[São Paulo SP]]></addr-line>
<country>Brazil</country>
</aff>
<aff id="Af3">
<institution><![CDATA[,Universidade Federal de Ouro Preto  ]]></institution>
<addr-line><![CDATA[Ouro Preto MG]]></addr-line>
<country>Brazil</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>04</month>
<year>2017</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>04</month>
<year>2017</year>
</pub-date>
<volume>17</volume>
<numero>52</numero>
<fpage>527</fpage>
<lpage>554</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S1981-416x2017000200527&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S1981-416x2017000200527&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S1981-416x2017000200527&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[Resumo Este artigo apresenta o que dizem os professores que atuam nos cursos de Pedagogia, nas instituições envolvidas na pesquisa &#8220;O significado de ser Pedagogo para os alunos do novo curso de Pedagogia-Licenciatura&#8221;, desenvolvida nos anos de 2010 e 2011, tendo como campo três universidades: uma instituição privada, uma municipal e outra federal, localizadas em dois estados da região sudeste do Brasil. Adotou-se no processo investigativo uma metodologia com abordagem qualitativa, com pesquisa documental da legislação e dos projetos pedagógicos das instituições. Três categorias fundamentaram a investigação: o significado de ser pedagogo, o projeto pedagógico e o currículo e a nova legislação. Em 2006, foi aprovada a Resolução nº 1, do Conselho Nacional de Educação, que instituiu as novas diretrizes curriculares nacionais para o curso de Pedagogia (DCNs). Conquanto, estas diretrizes, não tenham impedido a formação dos profissionais da educação, a dificultou pelo excesso de atributos exigidos na formação do professor. Os resultados da pesquisa apontam que nos cursos implantados após 2006, os professores percebem a incorporação do conceito de Profissional da educação na formação para a gestão no curso de Pedagogia. No curso mais antigo, os professores julgam que, embora as diretrizes não impeçam, inviabilizam na prática a formação do gestor e sentem dificuldade para se desvencilhar da cultura anterior do curso, mostram certa nostalgia em relação a esse e apontam que não houve a discussão necessária com quem iria implantá-las. Há uma concordância nos três grupos de que houve inovação nos projetos pedagógicos após a aprovação das diretrizes, destacando-se o esforço na integração teoria e prática e na ampliação do espaço para as metodologias de ensino da Educação Básica. A maioria dos professores entrevistados afirma que os projetos pedagógicos dos cursos em que atuam assumem a formação do licenciado com todos os requisitos previstos pelas DCNs. As instituições apresentaram em comum o desafio para articular a formação geral e específica do Pedagogo, contemplando todos os pré-requisitos oficiais para a formação do licenciado.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract This paper puts forward what teachers engaged in education courses in the institutions involved in the research on &#8220;The meaning of being an educator for the students of the new education training licensure programs,&#8221; which was conducted between 2010 and 2011, having three universities - a private institution, a municipal and a federal one - located in the southeast of Brazil as its field, must say. A methodology with a qualitative approach was adopted in the research process, along with documentary research of legislation and the educational designs of the institutions. Three categories substantiated the research: the meaning of being an educator, the educational design and the curriculum, and the new legislation. In 2006, aligned with neo-liberal trends, Resolution No. 1 of the National Council for Education was passed. Such resolution instituted the new national curriculum guidelines for the education program (DCNs). Although it has not prevented the training of professionals in education, it has made it difficult because the excessive requirements on teacher training. The research findings indicate that in the newer programs, implemented after 2006, teachers become aware of the incorporation of the concept of Education Professionals in management training for education programs. However, in the earliest program, teachers believe that, although they do not cause an impediment, they prevent management training in practice, and they find it difficult to disengage from the previous culture of the program. They feel somewhat nostalgic about that program, and they consider that the new guidelines had to be hastily implemented, without the previous discussion required with the ones responsible for their implementation. There is an agreement among the three groups that there was innovation in educational projects after the adoption of the guidelines, especially the effort in integrating theory and practice and the expansion of leeway for elementary school teaching methodologies. Most interviewed teachers say that the educational projects of the programs in which they work take on the teacher training with all the requirements prescribed by the DCNs. All the institutions presented a challenge in common: to articulate the general and specific training of the educator, covering all the official pre-requisites for the teacher training.]]></p></abstract>
<kwd-group>
<kwd lng="pt"><![CDATA[Políticas públicas]]></kwd>
<kwd lng="pt"><![CDATA[Formação de professores]]></kwd>
<kwd lng="pt"><![CDATA[Diretrizes curriculares nacionais]]></kwd>
<kwd lng="pt"><![CDATA[Curso de Pedagogia]]></kwd>
<kwd lng="pt"><![CDATA[Docência universitária]]></kwd>
<kwd lng="en"><![CDATA[Public policies]]></kwd>
<kwd lng="en"><![CDATA[Teacher training]]></kwd>
<kwd lng="en"><![CDATA[National curriculum guidelines]]></kwd>
<kwd lng="en"><![CDATA[Education program]]></kwd>
<kwd lng="en"><![CDATA[College teaching]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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