Formação em pedagogia na América Latina: configurações curriculares

Abstract

This documental and bibliographical research of a qualitative nature, with methodology of comparative analysis of curriculums, aimed to analyze the concepts of Pedagogy and the pedagogical field in the curricular regulatory documents of Pedagogy courses and equivalents in the countries of South America and Mexico, based on the model used in Brazil, identifying divergences and convergences. The mapping of curriculum documents took place in the period of 2019-2020, within the scope of the Institutional Program for Scientific Initiation Volunteers (PIVIC), of Federal University of Paraíba. To achieve the objectives, the research has focused on thematic categories as following: a) course; b) duration of the course; c) title of the graduate; d) purpose of the course; e) professional profile of the graduate; f) curricular elements. The analysis of thematic categories considered the concept of Pedagogy, as an education science, presented by Franco (2008; 2012; 2013), Pimenta (2011; 2017; 2020), Severo (2015; 2019; 2020), Pinto (2006), among others. From this, we explore the aspects that configure the identity dilemmas of the Pedagogy course in Brazil, based on Libâneo (2001; 2006; 2011), Saviani (2007), among others, and on the National Curriculum Guidelines for the Pedagogy course and teacher education for Basic Education. The results show indications that Brazil has been aligned with Peru and Chile, with educational public policies that mischaracterize the Pedagogy course, turning it into a teacher education course as a result of neoliberal policies.