National curriculum guidelines on pedagogy courses for teacher training: implementation process of Resolution CNE / CP no 1 / 2006.

Abstract

The present paper awakes the discussion on the implantation of new curricular directives for the Pedagogy Course (Resolution CNE/CP # 01 of 5, 15th, 2006). With the purpose to analyze the situation of the Pedagogy Courses compared to the curricular directives, some interviews have been carried out with four coordinators from different institutions of the south of the country. The objective of the research was to identify the way these institutions have organized their curricula in order to adjust them to the orientation of the mentioned resolution. The institutions which were contemplated had lived deeply the changing process in the curricular matrices, in result of several previous regulations to the Resolution # 01/2006 for Pedagogy, as well as the institutions that had implanted their courses in the validity of this new resolution. The research methodology employed was ruled by the reading and by the analysis of the new resolution (CNE # 01/2006), by the analysis of the curricular matrices of pedagogy courses and by the elaboration of the questions that had composed the interview carried out with four course coordinators of different institutions. As theoretician referential, with the intention to search critical subsidies to support the analyses arguments, it has been used Campos (2003, 2004), Pacheco (2001), Moreira (2003), Freitas (1999, 2002, 2003, 2007), Scheibe and Aguiar (1999), amongst others. The answers of the coordinators about the organization of the curricular matrix point to a previous collective discussion for the implantation of the curricular direction of the pedagogy course. However, it has been observed that each institution has aimed the implantation of the matrix according to its institutional culture. The conceptions that each team of teacher educators attributes to the formation of prospective teachers also contribute actively to delineate the curricular matrix. Nevertheless, these formation conceptions are, sometimes, tied to an idealized vision of the formative role of pedagogy courses, even if they present diverse ideological points of view and not always take in consideration the contradictions that pass by the decisions in the politician scope of education. The analysis of the disciplines that constitute the curricular matrices and the objectives proposed by the new resolution, tied to the interviews of the course coordinators, provided a more effective understanding on the insertion of this resolution in the locus of prospective teacher’s formation.