Tensões em torno das concepções de docência no processo de reformulação curricular de um curso de Pedagogia

Abstract

This study presents as an object of research the analysis of teaching concepts, this concept being identified as the central axis of the education of the pedagogue. The investigation articulates the conceptions of teaching with the conceptions of knowledge, understanding that this relationship goes through the curricular reformulation of the pedagogy course. This process affects the educator who wants to be trained and their different areas of activity. Although the dispute between the speeches is clear, they inform us about conceptions of what education quality is. Thus, it seeks to understand how the meanings of teaching, which are traditionally disputed in the education of the pedagogue, are being understood and negotiated, and what is the impact of this tension in the process of curricular reformulation of the pedagogy course of the researched faculty of education, in the light of Stephen Ball’s policy cycle approach. Such an approach assists in the analysis of educational policies, as well as weakens the idea of hierarchy of policies, considering the different contexts of production, the idea of circularity of policies and the reinterpretations that emerge from the readings, making them negotiable for their elaboration. The process of recontextualization through hybridism allows us to understand that politics, when reinterpreted in the slips between contexts and texts, ends up mixing the discourses producing other meanings, always hybrid. The bricolage of these speeches, centered on a single concept, guarantees the ambiguity and ambivalence of the curriculum documents, which are representatives of negotiations between different theories and positions. The processes of hybridization of meanings emerge as a result of multiple interpretations. This means that, although the processes of policy making and action, as a rule, seek to establish consensus and produce closings, the hybridization processes usually end up pushing the limits of these consensuses. The interviewees considered aspects of teaching as aspects of the exercise of teaching something and, therefore, the teacher-teacher would be the teacher-teacher. However, there is a discourse that the pedagogue is a non-teacher, for these, teaching is disconnected from the concept of management, in order to incline the education of the pedagogue to be a specialist. There are also those who argue that the activities of the teacher go beyond the activities carried out in the classroom and allow forging a new pedagogue: the pedagogue / teacher / manager of educational actions. Finally, it is understood that the different discourses in dispute configure courses and paths over which we have little control. From a post-structuralist perspective, the pedagogical-teaching being is thought of as a range of possibilities that arise for the training of this professional.