O CURSO DE PEDAGOGIA NO PLANO NACIONAL DE FORMAÇÃO DE PROFESSORES (PARFOR): ANÁLISE DE PROJETOS PEDAGÓGICOS DO CURSO (2010-2013)

Abstract

The present work is about the Pedagogy within the National Teacher Education Plan of basic education (Parfor), stressing the pedagogical projects of the Pedagogy Courses (2010-2013). It was decided as objective to analyze five pedagogical projects of Pedagogy Courses at Federal Universities of Amapá, Bahia, Pará and Piauí, as well at the State University of Londrina, which has been fomented by Capes according to the legislation concerning teacher training policy that govern regular courses and emergency ones. The specifics goals are: a) to deepen studies about the understanding of initial formation, reconstructing the teacher training history in Brazil, since 1920; to revisit Pedagogy Course history in Brazil, by analyzing the education law; c) to draw up a comparative study of the pedagogical projects of the Pedagogy Courses offered by Parfor and educational law devices for training of pedagogue. The investigation is qualitative, theoretical, with content analysis. The method of investigation is dialectical historical materialism based on the teachings of Marx (1988, 1 ed., 1867), Brzezinski (2011) and Paulo Netto (2011). The content analysis has theoretical support in Bardim (2004) and Franco (2005). The theoretical reference has been elaborated based on the follow axes: a) initial teacher training in Tanuri (2000, 2003); Vaillant; Marcelo Garcia (2012); Nóvoa (2002); b) training of education professionals stressing on Pedagogic training, with studies based, in particular, on: Aguiar et al (2006); Brzezinski (2006, 2007, 2011, 2014, 2015); Craveiro (2005); Dourado (2015); Osório (1992); Scheibe (2007). The results indicate a diversity of workload and offer formats (weekly classes, classes only on weekends, evening classes, among others). Comparative studies have made it possible to recognize convergences and divergences between PPCs. It is found in this investigation that the similarities are recognized in the compliance with the guidelines of the National Guidelines for Graduation in Pedagogy, particularly in the organization of the curricular matrix of the Pedagogy course. As a positive point, this investigation was able to confirm the creation of the Permanent Forum Support of Teacher Training (FEPAD). Concerning convergences and divergences between the PPCs, the comparative studies allow us to affirm that the five were organized to form the pedagogue based on identity in teaching, in accordance with what is stated in the CNE / Pedagogy in the Opinion CNE / CP n. 5/2005 and Resolution CNE / CP n.1 / 2006. The five PPCs are also convergent when they offer as mandatory the supervised practice in Early Childhood Education and Elementary Education; however, they are different considering the workload assigned to each supervised practice. In fact, the centers are the most successful of the PPC, but do not fulfill the articulating role that can reveal evidence of interdisciplinarity and verticality of knowledge and knowhow among the curricular components as it was designed for rapporteurs of the DCN / Pedagogy. In general sense, as negative point, what reaches all the degree emergency classroom courses, it is the in-service training without the right to leave for training and remuneration, which penalizes teachers and training teachers, withdrawing the right to paid rest and spending time with family on holidays, weekends and days off. The negative points reinforce the neglect of the rulers concerning the training and valorization of the teachers. As long as there is no participation of the Federative entities and the effective development of the collaboration regime, the teachers in training will have to spend their own resources to be trained at a higher level in the course of Pedagogy and other degrees.