Curriculum Guidelines of Pedagogy: theoretical imprecisions and a narrow conception of educators’ professional training

• Autor(a) principal: Libâneo, José Carlos
• Data de Publicação: 2021
• Tipo de documento: Artigo
• Idioma: por
• Título da fonte: Revista Eletrônica Pesquiseduca
• Texto Completo: https://periodicos.unisantos.br/pesquiseduca/article/view/1189
• topic: Diretrizes curriculares para o curso de Pedagogia. Políticas de formação dos profissionais da educação. Conhecimento pedagógico. Formação pedagógica. Formação docente; Educação. Formação docente. Políticas de formação de profissionais da Educação; Curriculum guidelines for pedagogy courses. Training policies for education professionals. Pedagogical knowledge. Pedagogical training and teacher training.

The Resolution of Brazil’s National Board of Education (Brazilian acronym, CNE) instituting National Curriculum Guidelines for pedagogy undergraduate programs revives the debate over the nature of pedagogical knowledge, pedagogy programs, teaching degree programs to train teachers and the professional exercise of teachers and specialists in education. This paper criticizes the contents of this document pointing out that it maintains old conceptual imprecisions concerning pedagogy. Such imprecisions do not contribute to overcoming problems that have accumulated in the legislation on the subject. This Resolution thus promotes few advances to enhance the quality of the Brazilian basic education schools. The theoretical and prescriptive deficiencies of the Resolution demand a different understanding of the concept of pedagogy. Another curriculum option for the professional training of educators, be they teachers or education specialists, is thus needed. Keywords: Curriculum guidelines for pedagogy undergraduate programs. Training policies for educational professionals. Pedagogical knowledge. Pedagogical training and teacher training.