Pedagogy as a lócus of professional training of educators: epistemological and curricular challenges
DOI:
https://doi.org/10.5212/PraxEduc.v.15.15528.057Abstract
This paper consists of a theoretical essay that approaches, as a central question, the formative configurations of the Pedagogy degree’s course in Brazil. The proposed reflections are based on considerations about the epistemological status of Pedagogy and its place as Science of Education in the development of the professional praxis of educators in different contexts. The paper develops critics about perspectives that changes its meaning as scientific knowledge engaged in the production of senses and practices that strengthen the humanizing dimension and the public character of education. As a result of this critical orientation, it traces a perspective of the curricular organization of the course based on axes that seek to translate the complexity of Pedagogy in order to demarcate its specificity and its commitment with the training of educators referenced in the conception of education as human emancipation.
Keywords: Science of Education. Pedagogue. Pedagogical Project.
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