From Teaching as the pedagogue's identity and the different professional attributions proposed by DCNP -2006

Abstract

The great problems that have accumulated in relation to the Pedagogy curriculum are notorious, since there is a lot of disagreement among educators about the possibilities of professional performance that can be attributed to the pedagogue. In this context, this study seeks to analyze, based on the narratives of the students (8th semester students), the professional knowledge and the different qualifications proposed by DCNP 2006 in the Pedagogy course. Especially the works of Pimenta (1998; 2002, 2004), Libâneo (2000; 2006; 2010) and Franco (2008; 2011) were used, which denounce, in their research, the problem surrounding a fragmented curriculum in various qualifications and the defense of Pedagogy as the basis for the education and professional performance of the pedagogue, as opposed to the recommendations emphasized by the DCNP that place teaching as the basis of training. The research was exploratory and anchored in the qualitative approach, which allowed a more adequate knowledge of the reality instituted through the acts of curricula of undergraduate students (graduating students), in view of the construction of their identity as pedagogues. We concluded in this study that: a) the workload of 3,200 hours is insufficient to form profiles of different professionals in a single course; b) insufficient professional knowledge for the Pedagogue's performance in different spaces, as provided by the DCNP; d) the knowledge linked to teaching methodologies in the course is also fragile, which reverberates in the professional insecurity of future pedagogues in teaching content mainly in the areas of Portuguese and mathematics.