Formação de professores no curso de pedagogia: debates perspectivas e apontamentos à luz do estado do conhecimento (2015-2020)

Abstract

This Dissertation integrates projects from the Line of Research, Education, Society and Culture of the Research Directory of CNPq-PROPE/PUC Goiás, Education, History, Memory, and Cultures in different social spaces. Its object is the Pedagogy Course, its theoretical and practical elements in professional training. As a research problem: What are the theoretical assumptions that define the milestones and contemporary configuration of the Pedagogy Course in Brazil about Teacher Training. It aimed to analyze, from the historical construction of the Pedagogy Course in Brazil, the theoretical-scientific and methodological conceptions about Teacher Training in academic and scientific productions from the years 2015 to 2020. To this end, the following specific objectives were defined: a) contextualize the Pedagogy Course in Brazil in its aspects of regulation, evolution, historical tensions and defended socio-political conceptions; b) present the State of Knowledge and its possibilities as a research methodology for building a theoretical-bibliographical review in scientific production; c) categorize and present the propositions found in the academic productions Theses and Dissertations on the Portal (BDTD) on “Teacher Training in the Pedagogy Course” (2015-2020). The investigation was anchored in bibliographical and exploratory research, with a qualitative/quantitative approach, by the methodology of the State of Knowledge, with recurrence to the dialectical method about historicity and its contradictions. The theoretical corpus was based, among other authors, on Brzezinski (1996), Silva (1999), Libâneo (2006), Severino (2011), Evangelista et al. (2019), Morosini, Kohls-Santos and Bittencourt (2021). Support was also sought from regulations that guide Teacher Training, such as the Federal Constitution of 1988, Law of Guidelines and Bases of National Education 9.394/1996, Resolution, CNE/CP No. 1/2006, and Resolution CNE/CP No. 2/2015 - DCN). Theses and dissertations on the subject investigated were also sought. The empirical corpus included the analysis of regulations, the mapping of academic productions found in the Digital Library of Theses and Dissertations (BDTD) that generated the corpus of analysis from the descriptor “Teachers' Training in the Pedagogy Course”, resulting in 93 productions. Then, the Floating Reading technique was applied, with annotated, systematized, categorized and propositional bibliography. The final work, this dissertation, was structured in three chapters: the first, Theoretical Conceptions of the Pedagogy Course in Brazil, describes the historicity, formative dilemmas and historical tensions in this process; in the second, the Theoretical and Methodological Aspects of the State of Knowledge are presented as a methodology for building a theoretical-bibliographical review in scientific production; the third, the Pedagogy Course in Brazil and Professional Training in the Light of the State of Knowledge. The results show the different conceptions about the Professional Training of Graduates in Pedagogy. The relevance of the study goes beyond Teacher Education, since it presents recurrent themes and emerging categories little explored in research in the Brazilian educational field. This dissertation will contribute as a theoretical-scientific element for future research, as it understands the importance of Teacher Training and graduates in the Pedagogy course in the Brazilian historical context.