Political pedagogical project and national curricular guidelines of the degree in pedagogy

Abstract

The article addresses the topic of training for a degree in education, as linked to the discussion surrounding the National Curricular Guidelines. Using documentary analysis, the article sought to discuss existing relations between a Pedagogical Political Project (PPP) related to a degree in education and these Guidelines, pointing out issues pertinent to the teacher training agenda. The methodological perspective adopted was the foucauldian analysis of discourse, which values language and its implications in social practices. In relation to the PPP, the analysis pointed to the presence of a prescriptive discourse, of a normative character, in consonance with the Guidelines, but also identified discourse concerned with attaining commitment and social transformation. The training is organized around two central points – research and pedagogical praxis – which emphasize the identity of a teacher-researcher. In PPP, students, teachers, and the community are positioned by a structure of duties and passivity. The importance of constantly updating and problematizing training in the degree programs was emphasized, referring to both the Political Pedagogical Projects and the National Curricular Guidelines.

Keywords

• Pedagogy
• Teacher education
• Curriculum
• Foucauldian discourse analysis