DIRECTIONS OF WORK IN PROJECTS PEDAGOGY COURSES IN THE SOUTH REGION OF BRAZIL

Abstract

The study is located within the scope of the Degree Courses in Pedagogy, on-campus modality, offered in public institutions in the Southern Region of Brazil, based on the analysis of their pedagogical projects. This paper aims to analyze how the category “work” is recorded in the pedagogical projects of these courses and to describe the attributed meanings. It is understood that the pedagogical project of the Course, configured based on Resolution CNE/CP 01/2006 and Resolution CNE/CP 02/2019, contains or should contain guidelines for the “work” to be carried out by female and male graduates. The theoretical-methodological foundation called analysis of sense movements was applied. Document analysis and bibliographic research are used as data production techniques. It is argued that, epistemologically, the Pedagogy Course would be coherent with the notion of Educational Science, if it emphasized pedagogical work as a central and articulating notion of professional training. The data showed that, in the current stage of pedagogical projects considered as a basis that underpins the future work of pedagogues, dispersed meanings are evident for the category “work”, sometimes seen as practice, sometimes seen as praxis, without articulating elements and epistemically densified. The study concluded that there is a lack of evidence regarding the meaning that considers the category “work” linked to the meaning of pedagogical work as central to the training of these pedagogues.