O Estado do Conhecimento sobre o curso de Pedagogia e a Gestão Educacional/Escolar neste curso de formação

Abstract

This study is an analysis of the complete works presented at the Work Group Teacher Education and the Work Group Public Policies and Educational Management in the last three editions (2008, 2010 and 2012) of Seminar of the Southern Region Anped Sul. (National Association of Post-Graduation and Research). From the production of the state of knowledge, in these two WG of – Anped-Sul, this study aimed at mapping and analyzing the scientific production on teacher education, regarding the initial formation in Pedagogy and the interrelations between the precepts of Educational and School Management. The relevant results found were the focus of the Curriculum Guidelines in Pedagogy as a guiding document for this degree; ambiguities in the Curriculum Guidelines regarding teaching, management and research; the need for communication and interaction among manager teachers in order to understand the school management; extension/overloading of teaching roles; new demands regarding education and performance of the pedagogue; the need for reflecting upon the education of future pedagogues. With the analysis of the studies, it was understood that these signal new views upon teacher education, especially in the Pedagogy degree and in the Pedagogue education, once it is noticeable the pedagogical fragmentation and weaknesses in the curriculum of Pedagogy degrees, and the complexity in understanding educational and school management as a whole when the interrelations are not imbricated in a teacher education degree, from the organizational culture to the attainment of its formative processes.