(Dis)articulations between the theoretical-research field of Pedagogy and professional praxis: meanings of teacher-trainers in Pedagogy courses
This article presents the final results of a qualitative doctoral research project aimed at analyzing and discussing the meanings constructed by teacher-trainers of Pedagogy degree courses in the state of Bahia about the epistemological status of Pedagogy as a field of knowledge and its (dis)articul...
| Autores: | , , |
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| Tipo de recurso: | artículo |
| Estado: | Versión publicada |
| Fecha de publicación: | 2025 |
| País: | Brasil |
| Institución: | Universidade Federal de Santa Catarina (UFSC) |
| Repositorio: | Perspectiva (Florianópolis. Online) |
| Idioma: | portugués |
| OAI Identifier: | oai:periodicos.ufsc.br:article/101018 |
| Acceso en línea: | https://periodicos.ufsc.br/index.php/perspectiva/article/view/101018 |
| Access Level: | acceso abierto |
| Palabra clave: | Pedagogy Epistemology of Pedagogy Pedagogical praxis Pedagogía Epistemología de la Pedagogía Praxis Pedagógica Pedagogia Epistemologia da Pedagogia Práxis pedagógica |
| Sumario: | This article presents the final results of a qualitative doctoral research project aimed at analyzing and discussing the meanings constructed by teacher-trainers of Pedagogy degree courses in the state of Bahia about the epistemological status of Pedagogy as a field of knowledge and its (dis)articulations with the professional training of teachers and pedagogues. In fact, the following question guided the investigation: what are the meanings constructed by teacher-trainers of Pedagogy courses in the state of Bahia about the relationship between the theoretical-research field of Pedagogy and the professional praxis developed within Pedagogy courses formatted by CNE Resolution 01/2006? The theory is based on the defense of Pedagogy as a Science of Education, with a critical-dialectical approach, based on the understanding developed by Libâneo (2021); Franco (2008); Pimenta (2006) and Saviani (2012). The data was produced through semi-structured interviews with four teacher-trainers working on four different Pedagogy degree courses at public universities in the state of Bahia, the treatment of which was based on the theoretical-methodological guidelines of the nuclei of meaning (Aguiar; Ozella, 2013). The participants' testimonies converge in pointing out the invisibility of Pedagogy as a Science within the curricular proposals of Pedagogy courses and the centrality of training in teaching, although this happens in a deficient way, due to the multiplicity of professional qualifications provided for in the DCNP (2006). There is an urgent need to resume the debate on new National Curriculum Guidelines for Pedagogy courses in Brazil, which should be built in the light of the epistemological foundations of the area. |
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