Pedagogical formation in the pedagogy course: Indefinitions and challenges
Although the literature points to the need to rethink the formation of teachers of basic education, the formation of these professionals has been constituting, for decades, a field of disputes of conceptions. The ambiguities, contradictions and indefinitions present in the current legislation for te...
| Autores: | , |
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| Tipo de recurso: | artículo |
| Estado: | Versión publicada |
| Fecha de publicación: | 2020 |
| País: | Brasil |
| Institución: | Universidade Estadual Paulista "Júlio de Mesquita Filho" (UNESP) |
| Repositorio: | Revista Política e gestão educacional |
| Idioma: | portugués inglés |
| OAI Identifier: | oai:ojs.pkp.sfu.ca:article/13772 |
| Acceso en línea: | https://periodicos.fclar.unesp.br/rpge/article/view/13772 |
| Access Level: | acceso abierto |
| Palabra clave: | Teacher formation Pedagogical formation Pedagogy. Formación docente Formación pedagógica Pedagogía. Formação docente Formação pedagógica Pedagogia. |
| Sumario: | Although the literature points to the need to rethink the formation of teachers of basic education, the formation of these professionals has been constituting, for decades, a field of disputes of conceptions. The ambiguities, contradictions and indefinitions present in the current legislation for teacher formation in the Pedagogy course reflect an attempt to combine different interests, especially political and economic ones, without reaching consensus. Thus, a theoretical emphasis on pedagogical formation prevails, developed in a generalist way, to the detriment of knowledge of specific and pedagogical nature. The articulation of this knowledge, which should guide the formation of teachers, often does not happen. Given these considerations, this paper proposes to present a debate around the Brazilian educational policy for the formation of teachers in the Pedagogy course, in order to identify factors that have been hindering the implementation of significant changes in this course. |
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