UMA REFLEXÃO ACERCA DA PROPOSTA PARA FORMAÇÃO DE PEDAGOGOS À LUZ DA BASE NACIONAL COMUM CURRICULAR

Abstract

This dissertation is part of the line of research, Education, Institutions and Educational Policies, of the post Graduate Program in Education (stricto sensu) of the Faculty of Inhumas. The aim of this study is to reflect together with educators and researchers on the subject of teacher formation on the possible impacts of the implementation of the National Curricular Common Base in the Pedagogy course, as well as in the educational process of the pedagogue. Thus, the general objective is to reflect on the possible impact that the implementation of the National Common Curricular Base could bring to the Pedagogy course and to the formation of the pedagogue. The specific objectives are: to understand the historical process of implementation of the Pedagogy course in Brazil, the challenges faced, the identity crisis, passing through the reformulation movements; to analyze the proposal of teacher restructuring for the Pedagogy course, in the perspective presented by the National Curricular Common Base and by the Common National Base of Basic Education Teacher Training; resume the Curriculum Guidelines for teacher training and analyze how Resolution No. 02/2019 may impact the Pedagogy course. In order to achieve these objectives, qualitative research was adopted, supported by bibliographic research and documental analysis of Ordinances, Opinions, Decrees and Resolutions of the National Council of Education. Discussions were based on theorists that approach the object of study, such as: Brzezinski (1996), Cruz (2011), Germano (1994), Laval (2004), Libâneo (2007, 2010 and 2016), Saviani (2020, 2021), Silva (1999), among others. The reflections pointed out that the implementation of the National Curricular Common Base, through vertical public policies for Brazilian education, could significantly impact the Pedagogy course and the training of the pedagogue, installing a training focused on pragmatism and underestimating the robust theoretical training, which refers to a new identity for the course, because, according to the proposal to revise the Curricular Guidelines for the Pedagogy course, which is being processed by the National Council of Education, a new training path has been projected for the pedagogue, which is the target of criticism by researchers and academic entities.