PEDAGOGY: TEACHER TRAINING COURSE OR SCIENCE OF EDUCATION? A STUDY OF TEACHER TRAINING GUIDELINES

Abstract

The curriculum guidelines for initial teacher training in Brazil are historically marked by education concepts that sometimes represent advances, sometimes setbacks. Currently, professional training suffers from the influence of legal frameworks and educational policies that successively aim to deconstruct the identity of education professionals. The theoretical-bibliographical and reflective approach that defines this research enables reflections on teacher training and the work of pedagogues in Brazil, theoretically based on studies by Pimenta (1996), Franco (2008), Libâneo (2010) and Saviani (2012), among others, which allowed problematizing whether or not there is a reference to the pedagogy course as a science of education in Resolution CNE/CP 02/2019. This resolution is characterized by a strong technical bias, based on competences and professional skills imposed on the initial training of teachers, in order to prioritize teaching to the detriment of research and educational management, in a way that highlights the mischaracterization and emptying of the role of the teacher and the role of educators. Therefore, it devalues ​​the pedagogy course as a science of education.