Diretrizes curriculares nacionais: a configuração da docência expressa no projeto pedagógico do curso de Pedagogia da Universidade Federal de Uberlândia

Abstract

This work aims to discuss - attempting to reach a better understanding - the role played by the act of teaching as a common basis, suggested by the Brazilian National Curriculum Guidelines for the Pedagogy Course of 2006, expressed in the pedagogical project of this course - PPC - at Universidade Federal de Uberlândia - UFU. In order to study a specific situation, the methodology chosen was supported by the qualitative boarding, in the bias of the study of the instrumental case, with the use of documentary analysis and semistructuralized interviews, beyond constant bibliographical revision, procedures that were basic to reach the initial purpose. When searching the understanding of the configuration of the act of teaching, it turned out to be necessary to search the historical evolution of the Pedagogy Course in Brazil and the process of construction of the Brazilian National Curriculum Guidelines for the Pedagogy Course of 2006. As it was developed the work reinforced the formation of the pedagogue as a complex task, since its institutionalization in 1939, when it was already present the dichotomy between the one who holds a university degree and the bachelor, between practice and theory, common and remarkable points in the development of the related course; that is, some unanswered questions about the course are historical. Moreover, this study tries to make evident the long and troubled process of construction of the curriculum guidelines; its theoretical inaccuracies and some of the consensuses and dissents presented by the educative community of the area, standing out that one of the great points is centered in the conception of teaching, understood in extended way, that articulates beyond the education tasks, the tasks of management and research. The analysis of the information collected within the Pedagogy Course of UFU, showed that, from the decade of 1980 on, some professors of this course, participated of the discussions carried on in national scope by the entities of the educational area, in special, ANFOPE and FORUMDIR, in order to incorporate the principles defended by these entities in the construction of its PPC. When congregating the principles and indications of this movement in the PPC of the Pedagogy Course of UFU teaching is assumed as the common basis. The conception of this base implied in assuming certain principles, that is, it was necessary to analyze the complex Inter-relational net established by: the relation between practice and theory and emphasis in the research as knowledge production; solid and interdisciplinary theoretical formation; democratic management; social, ethical and political commitment; collective and interdisciplinary work; incorporation of the conception of continued formation. From the analysis of the PPC of the Pedagogy Course of UFU, it turns evident that the guiding principles that give shape to the act of teaching do not constitute merely in aggregate uniformities only in order to take place in the project. There is in the PPC a complexity of elements, which are complementary and essential for the understanding and functioning of the whole project. The following aspects turned out to be distinguished in this process of configuration: reorganization of the curricular structure and the academic activities; resizing of the worked concerns and matters; introduction of new pedagogical modalities; insertion of the student in the acting field since the initial series; interdisciplinary thought and action, theoretical and practical unity. However, it is important to stand out, that a project, by itself, does not have the capacity to introduce practical changes in the educative practices, nor to create dynamic action. This process of change requires the academic community of the Pedagogy Course of UFU - coordination, professors, pupils and technicians - solidary and cooperative relations, where each citizen can assume its share of responsibility for the development of the pedagogical project.