Discursos docentes do curso de pedagogia: um olhar à luz da Teoria da Argumentação

Abstract

This paper is inspired by two concluded post-graduate researches in Education - one of doctorate and the other of post-doctoral - whose theoretical-methodological basis is anchored in the Theory of Argumentation, conceived by Chaïm Perelman and Lucie Olbrechts-Tyteca, in 1958. Both researches are connected, since they deal with reflections, problematizations and provisional agreements on themes that involve Education in contemporaneity. This work proposes to present possibilities of articulation of the Theory of Argumentation to Education, as proposed by Lemgruber and Oliveira (2011), Mazzotti (2011); Castro, Maia and Alves-Mazzotti (2013) and Castro (2016). Therefore, we focus on pedagogical training in the discourse of teachers of Pedagogy courses. From the theoretical reflections carried out from the argumentative analysis conducted, we understand that the current training model still does not constitute a knowledge base that links theoretical knowledge to the pedagogical practices that will guide the future teacher in his performance in Early Childhood Education and the initial years of Elementary School, taking into account their specificities. Although there is a consensus in the literature about the indispensability of changing the structure of the Pedagogy course, in which teaching effectively constitutes the focus of the teachers of this course, this is an issue that has not yet been resolved. Understanding Education as a field conducive to improvement and change, this work seeks to collaborate with the construction of knowledge in the area of Education, offering, as far as possible, subsidies for studies that address the Teacher Training from the contributions provided by the authors of the area of Argumentation.