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Neste artigo, os autores analisam as novas diretrizes curriculares do curso de pedagogia, objeto de normatização do Conselho Nacional de Educação (CNE), em 2005, a partir do debate feito à luz do acervo de conhecimentos teórico-práticos sistematizados pelas principais entidades do campo educacional (ANFOPE, ANPED, CEDES, FORUMDIR, ANPAE).<A NAME="tx01"></A><A HREF="#nt01">1</A> Evidenciam, criticamente, alguns dos problemas e das tensões que marcam a trajetória desse curso ao longo da história da educação brasileira. Focalizam, no âmbito das políticas educacionais, em especial, o movimento dos educadores pela definição das diretrizes curriculares para a formação dos profissionais da Educação Básica, que reflete posições de ordem epistemológica, pedagógica e política atinentes às visões e aos projetos educacionais em disputa, no Brasil, nas últimas décadas. A problematização das diretrizes curriculares concorre para ampliar a compreensão da complexidade do campo da pedagogia e dos desafios teórico-práticos com que as instituições de ensino superior, em particular as universidades, deparam-se para materializar a reforma do curso de pedagogia, na esteira das novas regulamentações legais e na perspectiva de uma formação cidadã.

Based on the debate conducted in the light of the theoretical-practical knowledge acquired by the main organisms of the educational field (ANFOPE, ANPED, CEDES, FORUMDIR, ANPAE), the authors analyze the new curriculum guidelines of the pedagogy course, which was regulated by the Conselho Nacional de Educação (CNE - Brazilian Council for Education) in 2005. They critically highlight some of the problems and tensions that have marked the trajectory of this course along the history of Brazilian education. Within the educational policies, they more particularly focus on the educator movement for the definition of curriculum guidelines for the training of basic education professionals, which reflects some epistemological, pedagogical and political positions related to the educational visions and project in dispute, in Brazil, these last decades. Problematizing the curriculum guidelines helps understanding better how complex the field of pedagogy is and what theoretical-practical challenges face the higher education institutions, more particularly universities, in order to concretize the reform of the pedagogy course to comply with the new legal regulations but also from the point of view of a citizen training.

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Pino, Ivany

; Goergen, Pedro

; Piozzi, Patrizia

; Sguissardi, Valdemar

; Gallo, Silvio

Educação & Sociedade

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- Sobre o periódico
- SciELO Analytics

oct 2005, Volume 26 N. 92 Pages 719 - 723

Abstract: Pt | Text: Pt | PDF: Pt

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