<?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>1984-6444</journal-id>
<journal-title><![CDATA[Educação UFSM]]></journal-title>
<abbrev-journal-title><![CDATA[Educação. Santa Maria]]></abbrev-journal-title>
<issn>1984-6444</issn>
<publisher>
<publisher-name><![CDATA[Universidade Federal de Santa Maria]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S1984-64442023000100267</article-id>
<article-id pub-id-type="doi">10.5902/1984644468174</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[História da educação no curso de pedagogia: avanços, desafios e perspectivas]]></article-title>
<article-title xml:lang="en"><![CDATA[History of education in the pedagogy course: advances, challenges and perspectives]]></article-title>
<article-title xml:lang="es"><![CDATA[Historia de la educación en el curso de pedagogía: avances, desafíos y perspectivas]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Silva]]></surname>
<given-names><![CDATA[Joao Carlos da]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidade Estadual do Oeste do Paraná  ]]></institution>
<addr-line><![CDATA[Cascavel PR]]></addr-line>
<country>Brazil</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>00</month>
<year>2023</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>00</month>
<year>2023</year>
</pub-date>
<volume>48</volume>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S1984-64442023000100267&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S1984-64442023000100267&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S1984-64442023000100267&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[RESUMO O presente artigo aborda a trajetória da disciplina de História da Educação no curso de graduação de Pedagogia da Universidade Estadual do Oeste do Paraná (UNIOESTE), campus Cascavel, tendo como recorte temporal, a fundação d o referido curso e sua última reformulação. Tem como objetivo examinar a sua importância na formação de professores. A metodologia parte do estudo bibliográfico de aportes teóricos referenciados no campo da História da Educação, como: Saviani (2000), Lopes e Galvão (2001),Stephanou e Bastos (2011). Em face das políticas de aligeiramento na formação do pedagogo, percebe-se a intensificação de um discurso em favor da constituição do professor com base pragmática, com fortes restrições às disciplinas de cunho crítico, histórico e filosófico no preparo desse futuro profissional. Isso ocorre sob a justificativa da necessidade de uma formação mais técnica, isto é, que priorize certas competências que atendam às demandas emergenciais do mercado de trabalho.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[ABSTRACT This article discusses the trajectory of the History of Education discipline in the Pedagogy course at the State University of West Paraná (UNIOESTE), between 1972 and 2015. The main objective of this study is the foundation of that course and its last reformulation. is to examine its importance in teacher education. The methodology is based on the bibliographical study of theoretical contributions referenced in the field of History of Education, such as: Saviani (2000), Lopes and Galvão (2001), Stephanou and Bastos (2011), among others; as well as the analysis of the discipline's programs. In view of the streamlining policies in the formation of pedagogues, there is an intensification of a discourse in favor of the constitution of the teacher with a pragmatic basis, with strong restrictions on critical, historical and philosophical disciplines in the preparation of this professional future. This occurs under the justification of the need for more technical training, that is, one that prioritizes certain skills that meet the emergency demands of the labor market.]]></p></abstract>
<abstract abstract-type="short" xml:lang="es"><p><![CDATA[RESUMEN Este artículo aborda la trayectoria de la disciplina Historia de la Educación en el curso de graduación en Pedagogía de la Universidad Estadual del Oeste de Paraná (UNIOESTE), campus Cascavel, tomando como marco temporal la fundación de dicho curso y su última reformulación. Su objetivo es examinar su importancia en la formación del profesorado. La metodología parte del estudio bibliográfico de contribuciones teóricas referenciadas en el campo de la Historia de la Educación, tales como: Saviani (2000), Lopes y Galvão (2001), Stephanou y Bastos (2011). Frente a las políticas de racionalización en la formación docente, se ve la intensificación de un discurso a favor de la constitución del docente sobre bases pragmáticas, con fuertes restricciones a disciplinas de carácter crítico, histórico y filosófico en la preparación de ese futuro profesional. Esto ocurre bajo la justificación de la necesidad de una formación más técnica, es decir, que priorice ciertas habilidades que atiendan las demandas de emergencia del mercado laboral.]]></p></abstract>
<kwd-group>
<kwd lng="pt"><![CDATA[História da educação]]></kwd>
<kwd lng="pt"><![CDATA[Formação de professor]]></kwd>
<kwd lng="pt"><![CDATA[Pedagogia]]></kwd>
<kwd lng="en"><![CDATA[History of education]]></kwd>
<kwd lng="en"><![CDATA[Teacher training]]></kwd>
<kwd lng="en"><![CDATA[Pedagogy]]></kwd>
<kwd lng="es"><![CDATA[Historia de la educación]]></kwd>
<kwd lng="es"><![CDATA[Formación de maestro]]></kwd>
<kwd lng="es"><![CDATA[Pedagogía]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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