Forming teachers of basic education in Brazil – courses of Pedagogy (licentiateship) in Southeast colleges - doi: 10.4025/actascieduc.v35i1.16504

• Autor(a) principal: Albuquerque, Helena Machado de Paula
• Data de Publicação: 2012
• Outros Autores: Haas, Celia Maria, Araújo, Regina Magna Bonifácio
• Tipo de documento: Artigo
• Idioma: por
• Título da fonte: Acta Scientiarum. Education (Online)
• Texto Completo: https://periodicos.uem.br/ojs/index.php/ActaSciEduc/article/view/16504
• topic: policies for teacher training; national curriculum guidelines; pedagogic project; curriculum; profile educator; políticas de formação de professores; diretrizes curriculares nacionais; projeto pedagógico; currículo; perfil do pedagogo

This article brings to light the results of the research project ‘The meaning of becoming a pedagogue according to students in the course of Pedagogy (licentiateship)’ developed by a group of research in Public Policies and Management at the Education Faculty (PUC-USP) in three institutions of high education from August 2010 to July 2011.  The researchers probed into the pedagogic projects inspired by the Curricular Directives for Pedagogy Courses as these took shape in Resolution 1/2006 – both in intention and practice – and strove to pinpoint the real meaning of being a pedagogue in the student’s view. The methodology applied was the qualitative approach based on research of documental legislation and pedagogic projects of the three institutions, besides interviews and questionnaires to students, teachers, coordinators, and managers. Results outline that the pedagogue profile in Southeast Brazil focuses primarily on child education and that the formation of managers is virtually ignored. Similarly, it is clear to see the urge for a deeper involvement with teachers and subjects related to teaching methodologies from other colleges or departments.