Abstract
This article calls into question the proposal to reformulate the current Curriculum Guidelines for the Pedagogy Course that arises in the wake of the approval, in 2019, of the Common National Base for the Initial Training of Basic Education Teachers. It presents a brief history of the changes that this course has gone through, discusses the epistemological statute of Pedagogy and the expansion of the possibilities of professional performance of pedagogues in non-school spaces. Finally, it argues that such aspects related to the epistemological and professional status of pedagogues are again ignored by the proposal to reformulate the course, with the aggravating factor that it is also intended to increase the fragmentation of teacher education in basic education.
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