DEGREE COURSES IN PEDAGOGY: EPISTEMOLOGICAL AND TRAINING CONCEPTIONS PRESENT IN THE TRAINING OF PEDAGOGUES AND TEACHERS IN THE CONTEXT OF THE BRAZILIAN AMAZON

Abstract

Several studies point to a situation of crisis in Pedagogy Degree courses in Brazil, at the base of which lies a lack of clarity about the meaning of Pedagogy and its consequent reduction to teaching. These configurations are reinforced by the current course guidelines, which focus primarily on teaching in Early Childhood Education and the Early Years of Elementary Education. Pedagogy is not neutral, for this reason, it is important to understand its different perspectives. Therefore, we question: Which epistemological and formative conceptions of Pedagogy are present in the normative documents and in the way in which teachers conceive the different professional profiles - Pedagogue and Professor - within the scope of the Degree in Pedagogy courses developed in the context of the Brazilian Amazon ? In response to the research question, this project adopts as its main objective to understand the epistemological and formative concepts present in the Degree in Pedagogy courses, implications, limits and possibilities for the training of pedagogues and teachers in the context of the courses in the states that form the Brazilian Amazon Specifically aims to: I - identify the epistemological and formative conceptions of Pedagogy present in the curricular projects of the courses that train pedagogues; II - analyze the positions adopted by the courses in relation to current legislation and literature in the area; III - understand how teachers perceive the training purpose of the course, as well as what conceptions of Pedagogues they have. On an epistemological level, this project considers Pedagogy as a science of Education, a conception based, in the national context, by Pimenta, Libâneo, Franco, Saviani, Pimenta and Severo, Pinto, among others. At the international level, it dialogues with studies on Education and Pedagogy in Latin America, by authors such as Streck and Moretti, Freire, Lima and Pimenta, Falcão; it also brings to the fore classic Pedagogy theorists such as Schmied-Kowarzik, Cambi and Sucholdosk. On a methodical level, it is configured as qualitative research with a critical-dialectical nature, which is used based on documentary and field data. Its empirical context is nine Pedagogy Degree courses from federal public universities (UFRR, UNIFAP, UFAM, UFPA, UFMA, UFAC, UFT, UNIR, UFMT). The analysis and interpretation of data is based on the content analysis technique based on Severino, observing the dialectical categories of totality, historicity, complexity, practicality, scientificity and concreteness. Research on courses inserted in the contexts of diversities and characteristics of the Brazilian Amazon region may bring new perspectives to understand the theoretical conception of Pedagogy in the country. Similar studies present data referring to the states of Goiás and São Paulo and those that approached the Amazon region were configured only as mapping based on Inep data.