TEACHER TRAINING IN THE PEDAGOGY COURSE
PERSPECTIVES AND TRANSFORMATIONS IN INITIAL TRAINING
Abstract
The present research has as its problem the training of teachers in the Pedagogy course. The research problem concerns the foundations of the pedagogical theory of the Pedagogy course at UFAL Arapiraca. We raised three elements that supported our investigative process, namely: the first, referring to the history of teacher training, especially pedagogues and specifically the Pedagogy course at UFAL Arapiraca; the second, in relation to the guidelines that have been guiding the training of pedagogues; and the third, about the Pedagogy course at UFAL Arapiraca, its history, the guidelines that guide it and its pedagogical theory. Thus, the objective is to present an explanatory synthesis on the current situation of Pedagogy courses, especially that of UFAL-Campus Arapiraca, identifying the contradictions and overcoming possibilities. The specific objectives are: (1) To carry out a historical survey of teacher training, especially the Pedagogy Course at UFAL- Arapiraca Campus; (2) Criticize the curricular guidelines for the training of teachers and pedagogues; (3) Recognize the contradictions and overcoming possibilities of the curricular guidelines for teacher training of the Pedagogy Course at UFAL-Campus Arapiraca. To carry out the analyses and make the criticisms of the aforementioned curricular guidelines, we will base ourselves on the foundations of historical-critical pedagogy. The sources of research are: (1) the documents of the pedagogy course, (2) the guidelines that guide teacher training courses and, in particular, pedagogues. In this sense, the type of research is documentary and as a research technique we will carry out a content analysis and documentary analysis. In summary, we conclude that there is a theoretical retreat in the training of pedagogues that can be identified in the official proposals for curricular guidelines, in the proposals for the division of the Pedagogy course, in the creation of professional councils and in the theoretical emptying due to the non-consideration of a critical theoretical-methodological foundation of the course, in which it includes the historical-critical pedagogical theory.
Keywords: Pedagogy course; Pedagogical theories; Curriculum; Teacher training.
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