The movement of constitution of the history of Pedagogy Course and its object of study: articulation with teaching conceptions in teachers’ education
DOI:
https://doi.org/10.5212/PraxEduc.v.12i2.0020Abstract
This paper aims at discussing the teaching conceptions that guide the Teaching Course curricular organization in a Higher Education Institution in the south of Santa Catarina. The discussion is developed in articulation to the object of study of this subject and its centrality to the scientific concepts of the area. The corpus comprises two projects being developed in the course under analysis and the analytical process was carried out based on a unit that has two components: the object of Pedagogy and the targets defined for the teachers’ education process that, in turn, constituted the course conception as an element of analysis. The results revealed that in both projects, the object of Pedagogy is implicit and that there is a possibility of critical education. However, one of them makes more visible a proposal based on empirical and pragmatic knowledge that values individual experiences, while the other project addresses a type of education considered in the multiplicity of the relations in the current society from a necessary theoretical consistency. Such observation led to the conclusion that it is possible to organize teaching in the Pedagogy Course based on the theoretical background proposed by this paper.
Keywords: Pedagogy. Object of study. Teaching conception.
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