文章基本信息

标题：Pedagogia e diretrizes curriculares: polêmicas e controvérsias
本地全文：下载
作者：Márcia Ângela da Silva Aguiar ; Márcia Maria de Oliveira Melo
期刊名称：Linhas Críticas
印刷版ISSN：1981-0431
出版年度：2005
卷号：11
期号：20
页码：119-138
语种：Portuguese
出版社：Critical Lines
摘要：The article deals with the set of problems of curriculum policies and orientations for the Pedagogy Course considering the Brazilian socioeducational context and the debate on the subject. It focalizes, particularly, the polemics concerning the Project of Resolution from the National Council of Education – CNE (2005), which establishes the policies for the curriculum of the Pedagogy course, comparing the different conceptions of pedagogy and teaching which set the bounds for the profile of this course. Based on the conceptual and theoretical formulations from scholars on the topic and the contributions from the National Association for the Formation of Professionals in Education – Anfope, the article demonstrates that the adoption of a single curriculum structure for the Pedagogy course (license and bachelor degrees), that surpasses the fragmented logic expressed especially by the dichotomy between conception/execution of the educational act and teacher’s action is possible. It indicates that the institutional difficulty to materialize a curriculum for the Pedagogy Course which considers the complexity of its paradigm consists more i n institutional internal questions than in the epistemological impossibility to accomplish such a curricular structure.
其他摘要：The article deals with the set of problems of curriculum policies and orientations for the Pedagogy Course considering the Brazilian socioeducational context and the debate on the subject. It focalizes, particularly, the polemics concerning the Project of Resolution from the National Council of Education – CNE (2005), which establishes the policies for the curriculum of the Pedagogy course, comparing the different conceptions of pedagogy and teaching which set the bounds for the profile of this course. Based on the conceptual and theoretical formulations from scholars on the topic and the contributions from the National Association for the Formation of Professionals in Education – Anfope, the article demonstrates that the adoption of a single curriculum structure for the Pedagogy course (license and bachelor degrees), that surpasses the fragmented logic expressed especially by the dichotomy between conception/execution of the educational act and teacher’s action is possible. It indicates that the institutional difficulty to materialize a curriculum for the Pedagogy Course which considers the complexity of its paradigm consists more i n institutional internal questions than in the epistemological impossibility to accomplish such a curricular structure.
关键词：Pedagogy and Pedagogy Course;Curriculum Directives;Professionals of education;Teacher training;Formation policies;Anfope.;Pedagogia e curso de pedagogia. Diretrizes curriculares. Profissionais da educação. Formação de professores. Política de formação. Anfope.
其他关键词：Pedagogy and Pedagogy Course; Curriculum Directives; Professionals of education; Teacher training; Formation policies; Anfope.