<?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>S0102-46982022000100162</article-id>
<article-id pub-id-type="doi">10.1590/0102-469838956</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[PANORAMA DA PEDAGOGIA NO BRASIL: CIÊNCIA, CURSO E PROFISSÃO]]></article-title>
<article-title xml:lang="es"><![CDATA[PANORAMA DE LA PEDAGOGÍA EN BRASIL: CIENCIA, CARRERA Y PROFESIÓN]]></article-title>
<article-title xml:lang="en"><![CDATA[PANORAMA OF PEDAGOGY IN BRAZIL: SCIENCE, COURSE AND PROFESSION]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[PIMENTA]]></surname>
<given-names><![CDATA[SELMA GARRIDO]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[PINTO]]></surname>
<given-names><![CDATA[UMBERTO DE ANDRADE]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[SEVERO]]></surname>
<given-names><![CDATA[JOSÉ LEONARDO ROLIM DE LIMA]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidade de São Paulo  ]]></institution>
<addr-line><![CDATA[São Paulo SP]]></addr-line>
<country>Brazil</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Universidade Federal de São Paulo  ]]></institution>
<addr-line><![CDATA[São Paulo SP]]></addr-line>
<country>Brazil</country>
</aff>
<aff id="Af3">
<institution><![CDATA[,Universidade Universidade Federal da Paraíba  ]]></institution>
<addr-line><![CDATA[João Pessoa PB]]></addr-line>
<country>Brazil</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>00</month>
<year>2022</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>00</month>
<year>2022</year>
</pub-date>
<volume>38</volume>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S0102-46982022000100162&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S0102-46982022000100162&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S0102-46982022000100162&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[RESUMO: O curso de Pedagogia, ao completar oitenta e três anos de existência no Brasil, desponta entre os cursos de graduação com o maior número de matrículas no país. Em que pese a sua contribuição ao longo de todas essas décadas no que se refere à formação de educadores/as e aos estudos relacionados à educação de modo geral, sua trajetória histórica é marcada por intensas disputas em torno de suas finalidades formativas. A partir do entendimento de que a definição do perfil de egressos/as de um curso superior deve ser traçada no diálogo com a natureza epistemológica das áreas científicas que o configuram e com as demandas do campo social e educacional, o presente artigo tem por objetivo analisar aspectos sobre a trajetória histórica do curso na interface com a produção do conhecimento pedagógico no país. Nessa perspectiva, inicia-se com uma discussão conceitual sobre a educação, como fenômeno social, e a Pedagogia como ciência que a tem como objeto de estudo. Prossegue analisando a trajetória histórica do curso e do pensamento pedagógico no Brasil, e finaliza problematizando o (des)lugar da Pedagogia no cenário da pós-graduação brasileira.]]></p></abstract>
<abstract abstract-type="short" xml:lang="es"><p><![CDATA[RESUMEN: La carrera de Pedagogía, después de cumplir ochenta y tres años de existencia en Brasil, se destaca entre las carreras de grado con mayor número de matrículas en el país. A pesar de su aporte durante todas estas décadas en lo que se refiere a la formación de educadores/as y estudios relacionados con la educación en general, su trayectoria histórica está marcada por intensas disputas en torno a sus fines formativos. Partiendo del entendimiento de que la definición del perfil del/de la egresado/a de una carrera de educación superior debe trazarse en diálogo con la naturaleza epistemológica de las áreas científicas que la configuran y con las exigencias del campo social y educativo, este artículo tiene como objetivo analizar aspectos de la trayectoria histórica del curso en la interfaz con la producción de conocimiento pedagógico en el país. Desde esta perspectiva, se inicia con una discusión conceptual sobre la educación, como fenómeno social, y la Pedagogía como ciencia que la tiene como objeto de estudio. Continúa analizando la trayectoria histórica de la carrera y del pensamiento pedagógico en Brasil, y finaliza problematizando el (des)lugar de la Pedagogía en el escenario del posgrado brasileño.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[ABSTRACT: After completing eighty-three years of existence in Brazil, Pedagogy stands out among the undergraduate courses with the highest number of students in the country. Despite its contribution over all these decades concerning the training of educators and studies related to education in general, its historical trajectory is marked by intense disputes around its training purposes. Based on the understanding that the definition of the profile of graduates of a higher education course must be traced in dialogue with the epistemological nature of the scientific areas that configure it and the demands of the social and educational field, this article sought to analyze aspects of the course&#8217;s historical trajectory at the interface with the production of pedagogical knowledge in the country. From this perspective, it begins with a conceptual discussion about education as a social phenomenon and Pedagogy as a science that has it as an object of study. This study also analyzed the course&#8217;s historical trajectory and pedagogical thinking in Brazil and problematizes the (dis)place of Pedagogy in the scenario of Brazilian graduate studies.]]></p></abstract>
<kwd-group>
<kwd lng="pt"><![CDATA[Pedagogia]]></kwd>
<kwd lng="pt"><![CDATA[Pedagogo]]></kwd>
<kwd lng="pt"><![CDATA[Ciência da Educação]]></kwd>
<kwd lng="pt"><![CDATA[Teoria da Educação.]]></kwd>
<kwd lng="es"><![CDATA[Pedagogía]]></kwd>
<kwd lng="es"><![CDATA[Pedagogo]]></kwd>
<kwd lng="es"><![CDATA[Ciencia de la Educación]]></kwd>
<kwd lng="es"><![CDATA[Teoria de la Educación]]></kwd>
<kwd lng="en"><![CDATA[Pedagogy]]></kwd>
<kwd lng="en"><![CDATA[Pedagogue]]></kwd>
<kwd lng="en"><![CDATA[Science of Education]]></kwd>
<kwd lng="en"><![CDATA[Theory of Education]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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