Licenciatura em Pedagogia no Brasil: Raízes Político-Pedagógicas de sua História Recente

Abstract

This study brings to the discussion the current situation undergraduate course in Pedagogy (undergraduate) having as background the political-pedagogical clashes occurred throughout the process of reformulation of the course and its deployment to the present day through the analysis of the testimonies of intellectuals of the field and of the official legislation that regulated the course during its trajectory. The central question was to know that epistemological ruptures were incorporated by the current Pedagogy courses, post-institution of the Curricular Guidelines? In other words, how do the courses reflect the proposals made 13 years ago by the Guidelines? For the collection of data were used as investigative procedures documentary research, bibliographical research and interviews with researchers. The documentary research consisted of the compilation and study of national documents, legal or not, originating from the MEC, National Council of Education, entities and movements linked to the education of the educator. The data about the academic conflicts were obtained in academic productions (articles, books, theses and dissertations) and in written or oral testimonies of intellectuals that influence politically the pedagogical field and who were involved in the process of discussion and formulation of the National Curricular Guidelines of the Course of Pedagogy. The bibliographical research used the following productions, among others: Aguiar et al. (2006), Brzezinski (2006, 2007), Durli (2007), Durli; Scheibe (2011), Durli; Bazzo (2008), Franco (2012), Franco; Libâneo; Pimenta (2007), Libâneo; Pimenta (1999), Freitas (1992, 1999, 2002, 2007), Kuenzer (2006), Scheibe (2008, 2007), Libâneo (1998, 2006, 2012), Somensi; Oittica; Vicente (2014), Pinto (2017), Silva (1998; 2003), Tanuri (2000; 2018), Triches (2016). The interviews were carried out with researchers working on teacher education movements and academic production on the subject. The temporal cut-off was restricted to the period between 1980 and 2016, considering the emergence of movements for the reformulation of teacher training courses in the 1980s. For the treatment and analysis of data, the following categories were used: Trajectory of action in the political-pedagogical conflicts, positions defended on the teaching, professional identity of the pedagogue, impact of the Curricular Guidelines in the course of Pedagogy and persistent clashes and uncertainties. Analyzes point to relevant aspects and indicate quite plausible tendencies regarding the positions of the various actors involved in the conflicts around the Curricular Guidelines: a) recognition of the impact of the defense position of the teaching as the basis of the course's identity in the movement for the reformulation of the course and in the legislation; b) persistence of opinions that indicate the reductionism of the course to only one dimension of Pedagogy, that is, the preparation for the exercise of teaching, hindering the development of theory and research in the scientific field of Pedagogy