O Ensino de História da Educação nos cursos de Pedagogia
Batista, Aldrei Jesus Galhardo
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This document has as its core the study of the discipline of History of Education, in the courses of Pedagogy in Brazil and also of the São Paulo State. Its objectives are: 1. to contribute to the field of teaching of History of Education, in the format of disciplines, for the Graduation in Pedagogy and, 2. to contribute to the field of research in History of Education, while a scientific field of research in Education. This document refers to a bibliographical research on the history of teaching (discipline) and on the research’s history, in History of Education, as well as an unpublished, quantitative and qualitative research on the current scenario of Pedagogy courses and of the History of Education discipline for the formation of pedagogues, based on the data provided by the Ministry of Education and, secondly, on three curriculum of Pedagogy courses of those institutions in São Paulo State, considering its teaching programs of History of Education. It is based on the field’s concepts and scientific field (associated with the concept of habitus), present in the sociological theory of Pierre Bourdieu and seeks to read the particular object, the discipline of History of Education, from its relations with the general , in the public educational policies for the training of teachers and pedagogues, expressed in the National Curricular Guidelines in Resolution CNE / CP No. 1, of February 18, 2002 (teacher training), in Resolution CNE / CP No. 1 of May 15 of 2006 (pedagogues training) and Resolution CNE / CP No. 2, of July 1, 2015 (teacher training), as part of a Brazilian education and society project. Therefore, it was a question of analyzing the History of Education discipline, in the curriculum of Pedagogy courses, from the present dialectical relations between these disciplines and all their determinants of the field of teaching. Based on the problem of space loss in the History of Education, regarding the education, versus the increasing prestige and space gain of the History of Education, in the field of Education research, we announce as thesis that: the discipline of History of Education suffered two major cuts in regards the curriculum of Pedagogy, the first in the period of the military regime in the 1970s with the institution of professional qualifications, and the second after the educational reforms of the 1990s, culminating in national curricular guidelines at the beginning of the 21st century. For the reading and interpretation of the unpublished data, the following categories of analysis are used: "Governmental curriculum model", "Public x Private", "Teaching models", "Regionalities", "Programs", "Terminology", "Quantitative and time "and" Teaching profile ". The presentation of the Chapters shows that there are no indications of a definite exclusion of the discipline in the Pedagogy curriculum and that the challenge that is placed in the present moment is the one of which must be its role for the formation of the pedagogue, what will be its objectives and how to organize what is intended to teach within a discipline that occupies a very restricted space in the curriculum.
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