<?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>1809-4309</journal-id>
<journal-title><![CDATA[Práxis Educativa]]></journal-title>
<abbrev-journal-title><![CDATA[Práxis Educativa. Ponta Grossa]]></abbrev-journal-title>
<issn>1809-4309</issn>
<publisher>
<publisher-name><![CDATA[Programa de Pós-Graduação em Educação - Ponta Grossa  ]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S1809-43092017000200638</article-id>
<article-id pub-id-type="doi">10.5212/PraxEduc.v.12i2.0020</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[O movimento de constituição da história da Pedagogia e seu objeto de estudo: articulação com as concepções pedagógicas na formação do pedagogo]]></article-title>
<article-title xml:lang="en"><![CDATA[The movement of constitution of the history of Pedagogy Course and its object of study: articulation with teaching conceptions in teachers&#8217; education]]></article-title>
<article-title xml:lang="es"><![CDATA[El movimiento de la constitución de la historia de la Pedagogía de y su objeto de estudio: articulación con los conceptos de la pedagogía en la formación del pedagogo]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Debiasi]]></surname>
<given-names><![CDATA[Miryan Cruz]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Damazio]]></surname>
<given-names><![CDATA[Ademir]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Centro Universitário Barriga Verde  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Brazil</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Universidade do Extremo Sul Catarinense  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Brazil</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>08</month>
<year>2017</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>08</month>
<year>2017</year>
</pub-date>
<volume>12</volume>
<numero>2</numero>
<fpage>638</fpage>
<lpage>656</lpage>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S1809-43092017000200638&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S1809-43092017000200638&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S1809-43092017000200638&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[Resumo: O presente artigo tem por objetivo discutir as concep&#231;&#245;es pedag&#243;gicas que norteiam a organiza&#231;&#227;o curricular do Curso de Pedagogia de uma Institui&#231;&#227;o de Ensino Superior do Sul de Santa Catarina. A discuss&#227;o desenvolve-se de modo articulado ao objeto de estudo da Pedagogia e &#224; sua centralidade para os conceitos cient&#237;ficos da &#225;rea. O corpus constitui-se de dois projetos em vigor no curso analisado e o processo anal&#237;tico desenvolveu-se com base em uma unidade configurada por dois componentes: o objeto da Pedagogia e as finalidades definidas para o processo de forma&#231;&#227;o do professor que, por sua vez, constitu&#237;ram-se na concep&#231;&#227;o do curso como elemento de an&#225;lise. Os resultados demonstram que, em ambos os projetos, o objeto da Pedagogia se mostra impl&#237;cito, al&#233;m de haver uma possibilidade de forma&#231;&#227;o cr&#237;tica. Entretanto, em um deles fica mais evidenciada uma proposta pautada em conhecimentos emp&#237;ricos e pragm&#225;ticos que valorizam as experi&#234;ncias individuais, enquanto o outro projeto prev&#234; uma forma&#231;&#227;o que considere a educa&#231;&#227;o na multiplicidade de rela&#231;&#245;es da sociedade atual a partir de uma consist&#234;ncia te&#243;rica necess&#225;ria. Tal observa&#231;&#227;o conclui ser poss&#237;vel uma organiza&#231;&#227;o do ensino no curso de Pedagogia com base nos pressupostos te&#243;ricos assumidos neste artigo.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract: This paper aims at discussing the teaching conceptions that guide the Teaching Course curricular organization in a Higher Education Institution in the south of Santa Catarina. The discussion is developed in articulation to the object of study of this subject and its centrality to the scientific concepts of the area. The corpus comprises two projects being developed in the course under analysis and the analytical process was carried out based on a unit that has two components: the object of Pedagogy and the targets defined for the teachers&#8217; education process that, in turn, constituted the course conception as an element of analysis. The results revealed that in both projects, the object of Pedagogy is implicit and that there is a possibility of critical education. However, one of them makes more visible a proposal based on empirical and pragmatic knowledge that values individual experiences, while the other project addresses a type of education considered in the multiplicity of the relations in the current society from a necessary theoretical consistency. Such observation led to the conclusion that it is possible to organize teaching in the Pedagogy Course based on the theoretical background proposed by this paper.]]></p></abstract>
<abstract abstract-type="short" xml:lang="es"><p><![CDATA[Resumen: Este art&#237;culo tiene como objetivo discutir los conceptos pedag&#243;gicos que orientan la organizaci&#243;n curricular del curso de Pedagog&#237;a de una Instituci&#243;n de Educaci&#243;n Superior del Sur de Santa Catarina. La discusi&#243;n se desarrolla de manera articulada con el objeto de estudio de la pedagog&#237;a y su centralidad est&#225; en los conceptos cient&#237;ficos del &#225;rea. El corpus se compone de dos proyectos en vigor en el curso analizado y el proceso anal&#237;tico fue desarrollado con base a una unidad configurada por dos componentes: el objeto de la pedagog&#237;a y los objetivos establecidos para el proceso de formaci&#243;n de profesores que a su vez se constituyeron el dise&#241;o del curso como un elemento anal&#237;tico. Los resultados muestran que en ambos proyectos, el objeto de la pedagog&#237;a viene impl&#237;cito, adem&#225;s, hay una posibilidad de formaci&#243;n cr&#237;tica. Sin embargo, queda m&#225;s evidenciada en uno de ellos, una propuesta guiada por el conocimiento emp&#237;rico y pragm&#225;tico que valora las experiencias individuales, mientras que el otro proyecto considera la educaci&#243;n en m&#250;ltiples relaciones de la sociedad contempor&#225;nea desde una consistencia te&#243;rica necesaria. Esta observaci&#243;n evidencia la posibilidad de una organizaci&#243;n de la ense&#241;anza, en el curso de Pedagog&#237;a, basado en suposiciones te&#243;ricas hechas en este art&#237;culo.]]></p></abstract>
<kwd-group>
<kwd lng="pt"><![CDATA[Pedagogia]]></kwd>
<kwd lng="pt"><![CDATA[Objeto de estudo]]></kwd>
<kwd lng="pt"><![CDATA[Concepção pedagógica]]></kwd>
<kwd lng="en"><![CDATA[Pedagogy]]></kwd>
<kwd lng="en"><![CDATA[Object of study]]></kwd>
<kwd lng="en"><![CDATA[Teaching conception]]></kwd>
<kwd lng="es"><![CDATA[Pedagogía]]></kwd>
<kwd lng="es"><![CDATA[Objeto de estudio]]></kwd>
<kwd lng="es"><![CDATA[Concepción pedagógica]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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